UCBH u 11;: “W {nirn'g‘w 59:15?be . _-.....»-v 7A.... ._V q...,, , 7.- ,_ .7- m-“ mmmm \ : SunWIs ® @- a program that radiates goo i v42 fi‘ % w"; )v A Partnership Program of the U. 8. Environmental Protection Agency www.epa.gov/sunWIse Acknowledgments Special thanks to the following individuals who were partners in the development, review, and update of the SunWise Tool Kit. Debi Brennan Central Middle School Tinley Park, IL David Buller, Ph.D. AMC Cancer Research Center Karen Emmons, Ph.D. and Jodie Zwirn, MPH Dana Farber Cancer Institute Alan Geller, RN, MPH Boston University Robin Hornung, MD, MPH Seattle Children’s Hospital and Regional Medical Center Joni Mayer, Ph.D. San Diego State University Sharon McKenna - Arizona Department of Health Services We would also like to thank the following organizations for their continuing support of the SunWise Program: American Academy of Dermatology American Cancer Society Anti-Cancer Council of Victoria (Australia) Cancer Research and Prevention Foundation Centers for Disease Control and Prevention Children’s Melanoma Prevention Foundation Colette Coyne Melanoma Awareness Campaign Environment Canada Henry Ford Medical Center Melanoma Foundation New England National Council on Skin Cancer Prevention National Oceanic and Atmospheric Administration Science Explorers, University of Colorado SHADE Foundation of America The Skin Cancer Foundation US. EPA Regional Offices JS DEPOSHIORY 00“ MW JNIVERSITY WWI” BERKII! EV Women’s Dermatologic Society a program A Partnership Program of rhe U. 5. Environmental Protection Agency www.epa.gov/sunwnse Why Sun Safety Education? Overexposure to ultraviolet (UV) radiation is the primary environ- mental risk factor in the develop- ment of UV-related health effects. With one in five Americans develop- ing skin cancer, education about sun safety is a vital step toward reduc- ing risk and improving public health. Children are of particular concern, since unprotected exposure to the sun during youth puts them at increased lifetime risk for skin cancer. Protecting skin and eyes during the first 18 years of life can reduce the risk of some types of skin cancer by up to 78 percent. Other adverse health effects resulting from overexposure to UV radiation include eye damage and cataracts, immune system suppression, and premature aging of the skin. Overexposure to the sun is an important health issue for all skin types. Many people believe that only lighter-skinned people need to be concerned about these effects. Though it is true that darker skin has more natural pigment, which acts as a protectant, darker skin is still susceptible to many of the damaging effects of UV radiation. The risk of other UV-related health effects is not dependent upon skin type. A Partnership Program of the us. Environmental Protection Agency www.epa.gov/sunWlse lS DEPOSlTORY 0041 do 01 2007 _ .. v :KSITY OF CALlFORNl. BERKFl EY The good news is that UV-related health effects are largely preventable by instituting sun-protection prac- tices early and consistently. Schools and teachers can play a major role in protecting children by teaching and modeling sun safety behaviors. ' The SunWise Program In 1998, after a successful collab— oration with educators, medical pro- fessionals, environmental organi- zations, meteorologists, parents, and children, the US. Environment- al Protection Agency (EPA) devel- oped the SunWise Program to help educators raise sun safety aware— ness and foster behavior change. The program, designed to meet the diverse needs of schools and commu- nities nationwide, helps students learn about the science of the sun, the risks of overexposure to the sun, and what can be done to protect themselves from the sun’s harmful UV rays. Recognizing the many issues schools and educators are asked to address daily, the SunWise Tool Kit provides maximum flexibility—elements can be used as stand-alone teaching tools or to complement existing classroom activities and/or school curricula. The SunWise Tool Kit activities are standards-based, cross-curricular, and innovative in their design. They encourage students to explore, assess, and understand their natur- al environment and those factors that affect their health. They also encourage students to be physically active, while protecting themselves from UV radiation at the same time. Ultimately, students Will develop skills that Will help them think critically, work cooperatively, and solve problems creatively, thus enabling them to make sound deci- sions about their health and envi- ronment. Students and teachers alike Will increase their awareness of simple steps they can take to pro- tect themselves from overexposure to the sun. The time commitment necessary to implement SunWise is minimal, while the potential payoff is enormous. Please visit our Web site, www.epa.gov/sunwise, for additional resources, including computer- based overview lessons. I N T R O D U C T I O N SunWise Recognition Awards Shining Star Award The SunWise Shining Star Award recognizes schools, organi- zations, and educators who are enthusiastically implement- ing the program in a variety of ways. Shining Star winners have shown a lasting commitment to sun safety education, either by: 0 Adapting the SunWise Program in new and effective ways, 0 Discovering unique ways to share the SunWise message in the community, or 0 Implementing the program in multiple classrooms or grade levels. Helios Leadership Award The SunWise Helios Leadership Award is given to schools, organizations, and educators that meet all of the eligibility criteria for the Shining Star Award and have shown out- standing leadership in sun safety education either by: 0 Instituting a policy to address sun safety that can serve as a model to others, 0 Erecting a shade structure, or 0 Addressing the issue of sun safety in a way that sets the educator/school apart from the Shining Star Winners. The Helios Leadership Award recognizes the organization and participating educator(s) who are most directly involved with achieving the program’s success in their community. Visit WWW.epa.g0V/sunw1'se for nomination details. _ I i a program that radiates good H1838 A Partnership Program of the US Environmental Protection Agency WWW.epa.QOV/SUHWISe SunWise Program Workshops To maximize the impact of the SunWise Program, we have found that a teacher's workshop helps teachers and students fully benefit from the program activities. Workshops include cross-curricular, standards-based lessons and activities that include cooperative learning and inquiry- based investigations. Participants will receive a free SunWise Tool Kit that contains teacher and student activity pages, background material, and a UV-sensitive Frisbee®. When exposed to UV radiation, the Frisbee will change color, providing a concrete teaching tool to illustrate the presence of UV rays. Workshop Expectations 0 Acquire background knowledge and develop an under- standing of environmental concepts related to sun protec- tion and ozone depletion. ° Participate in activities that enhance critical thinking, data collection, reading, problem solving, decisionmaking, and communication skills. 0 Gain ideas and examples for the implementation of inter- disciplinary lessons, team projects, and student service learning projects. Tools for SunWise Living EPA's SunWise Program can tailor an agenda to meet the needs of your workshop, from a 30-minute overview presentation to a day-long training session. Please contact us at sunwise@epa.gov for additional informa- tion on how to organize a SunWise workshop. Iates good ideas U. 8. Environmental Protec www.epa.gov/sunwise d a r 6 tm Mm m it w m0 r map 9% OH rn pm Dr 8A tion Agency US DEPOSITORY 0041 AUG 0 1 2091.. ‘v JNIVERSITY OF ICALIFORNI, BERKFI EY I l A a program that radiates good Ideas A Partnership Program a! the US. Environmental Protection Agency www.epa.gov/sunwuse How to Use the SunWise Tool Kit The SunWise Program is designed to help educators raise sun safety awareness by addressing the science of the sun, the risk of overexposure to its ultraviolet (UV) radiation, and what students and their families can do to protect themselves from overexposure. This Tool Kit has been designed for K—8 educators from all over the United States and its territories. It will be used by schools with diverse requirements, curricula, and student bodies. In addition, across our nation, seasons, climate, and geography can differ dramatically. With so many variables, SunWise recognizes the need for maximum flexibility and encourages educators to adapt the Tool Kit components to meet their specific needs. The time commitment necessary to implement SunWise can be minimal, as the activities can be easily integrated into existing curricula or completed as supplemental activities. It is the educator’s choice as to how much time is invested. Using this Tool Kit and educating children about sun safety now can make a difference in the future health of children. We envision the SunWise Tool Kit as a dynamic and continuously evolving learning tool. Over the course of its life it will be updated with additional activities and other learning aids focused on sun safety and the environment. We encourage your feedback and ideas. \t/ n“. A Partnership Program a! the U S. Envrronmental Protection Agency www.epa,gov/sunwise Please note that the SunWise Program logo and name are trademarked and may not be used without permission. All of the SunWise materials are in the public domain, however, and may be used and reproduced without permission. If excerpts are,taken from SunWise materials, SunWise would appreciate attribution. Tool Kit Organization The Tool Kit is divided into the following ten sections: Introduction How to Use the SunWise Tool Kit K-2 Activities 3-5 Activities 6-8 Activities UV Meter Activities SunWisdom Policy Information Resources SunWise Materials The activities are found on cards that are color-coded by grade level: (K—2) yellow; (3-5) turquoise; (6-8) lime green. Each activity contains subject area icons. The activities are designed to engage your students while ensuring that a sun safety message is being transmitted in a manner suitable to their skills and abilities. For grades K-2, we have provided activities for students who are beginning to read and write, learning introductory scientific concepts, and performing simple mathematics. The activities are short, simple, and fun—important elements for students at this grade level who have relatively short attention spans. For grades 3-5, we have provided activities for students who are able to read and write more fluently, are familiar with scientific concepts, and are performing more complicated mathematics. These activities range in length of time and complexity, stimulating student interest while conveying the appropriate sun safety messages. 1 For grades 6-8, we have provided activities for students who are able to read and write fluently, have worked with scientific processes, and are performing complicated mathematics. On average, these activities will be longer and more complex, but just as enjoyable as the others. These activities will encourage the use of higher order thinking skills. The activity pages are double-sided. The Student Page is easily photocopied While the Teacher Page is intended to be kept as a reference and notes page. These pages are organized by grade level and subject matter. Keep in mind that activities might fall into more than one subject area. On each Teacher Page, you will find a section called Learning Objectives. In this section you will see how the educational messages about science, risk, and/or prevention are integrated into the activity and what we hope your students will learn. We know it is important for teachers to assess what their students have learned; therefore, we have included assessments in all the activities. Assessments serve as a measurement of the students’ understanding of each activity’s learning objectives. Some of the activities contain classroom Discussion Points. As an integral part of the learning process, these discussion points will help you focus your students on the lessons’ messages, which will assist them in relating what they have learned in the classroom to their behavior outside the classroom. Supplemental Activities are short and meaningful assignments that students can complete on their own. These activities are brief, yet worthwhile, because they ultimately teach a very important lesson—sun safety. :1 HI ourum A Partnership Program of the U. 8. Environmental Protection Agency www.epa.gov/sunwnse Matrices of the Academic Standards are provided on the back of each grade level divider to help you find which educational criteria an activity meets. In developing these activities, an education expert verified that each activity meets the proper national standards for science, mathematics, health, physical education, social studies, and English language arts. The SunWisdom section contains fact sheets and other materials that will give you the background information necessary to easily and thoroughly implement the SunWise Program. The Policy Information section provides guidance for making changes outside the classroom. These changes will greatly help with risk reduction, reinforce SunWise learning, and increase sun safety. Resources are an indispensable part of any classroom and are provided to help you enrich the SunWise activities. In keeping with the intent of making these lessons hands-on and fun, the SunWise Materials section includes the UV- sensitive Frisbee®, which will help reinforce the lessons you have taught. The Tool Kit also contains a poster for mid-level students, and a story book and activity book for elementary students. These materials are available in both English and Spanish. Finally, to reward your students for their participation in the SunWise Program, we have also created the easily photocopied Certificate of SunWisdom. At the end of this section you will find cards that list the educational standards used in the development of this Tool Kit. us DEPOSITORY 0041 " AUG 9 3 2007 JNIVERSITY OF CALIFORNI. 2 BERKFI EY Educational Standards Health www.aahperd.org/aahe/pdf;files/standards.pdf The health activities were reviewed according to the National Health Education Standards. Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 2 Students Will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 3 Students will demonstrate the ability to access valid information and products and services to enhance health. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. : Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. a Di’Og i am A Partnership Program of the us. Environmental Protection Agency www.epa.gov/sunwnse Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 8 Students will demonstrate the ability to advocate for personal, family, and community health. Physical Education www. aahperd. org /NASPE The physical education activities were reviewed according to the National Association for Sport and Physical Education standards. Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3 Participates regularly in physical activity. Standard 4 Achieves and maintains a health—enhancing level of physical fitness. JS DEPOSITORY 0041 AUG 9 l 2007 Standard 5 JNIVERSITY OF CALIFORNL Exhibits responsible personal and sociaBERKFl FY behavior that respects self and others in physical activity settings. Standard 6 Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. English Language Arts www. ncte.org/ about / over/ standards The English language arts activities were reviewed according to the Standards for the English Language Arts. Standard 1 Students read a wide range of print and nonprint texts to build an understanding of texts, themselves, and the cultures of the United States and the world; acquire new information; respond to the needs and demands of society and the workplace; and achieve personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 2 Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and a program A Partnership Program of the us. Environmenlql Protection Agency www.epa,gov/sunw139 appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meanings and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4 Students adjust their use of spoken, written, and Visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Standard 7 Students conduct research on issues and interests by generating ideas and questions and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their V discoveries in ways that suit their purpose and audience. "A 33 " Standard 8 Students use a variety of technological and N. _ information resources (e.g., libraries, databases, computer networks, videos) to gather and synthesize information and to create and communicate knowledge. Standard 9 Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 10 Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Standard 11 Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Standard 12 Students use spoken, written, and Visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). a . "k- I l ‘ . A a program that radiates good ideas A Partnership Program of the us. Environmental Protection Agency www.epa.gov/sunwise Mathematics www. nctm. org / standards The math activities were reviewed according to the National Council of Teachers of Mathematics (NCTM) standards. Numbers & Operations Algebra Geometry Measurement Data Analysis & Probability Problem Solving Reasoning & Proof Communication Connections Representations Science www.nap.edu /html /nses /html 1 The science activities were reviewed according to . the National Science Educators Standards (NSES). Science as Inquiry Physical Science Life Science Earth & Space Science Science & Technology Science in Personal & Social Perspective History & Nature of Science Social Studies www. socialstudies. org / standards The social studies activities were reviewed according to the National Council for the Social Studies (NCSS) standards. The themes that form the framework of the social studies standards are: Standard 1 Culture Standard 2 Time, Continuity, and Change Standard 3 People, Places, and Environments Standard 4 Individual Development and Identity Standard 5 Individuals, Groups, and Institutions Standard 6 Power, Authority, and Governance Standard 7 Production, Distribution, and Consumption Standard 8 Science, Technology, and Society , A z! p i u u r ‘1 m Standard 9 Global Connections Standard 10 Civic Ideals and Practices Computers us DEPOSITORY 0041 AUG 0 12007 JNIVERSITY OF CALIFORNL BERKFI EY Hm radiates uomi illPHS A Partnership Program of the us. Environmental Protection Agency www.epa.gov/sunwnse grades K-2 a program that radiates good ideas A Partnership Program of the U. 8. Environmental Protection Agency www.epa.gov/sunWIse a program that radiates good Ideas .4 Palnw'sm‘ Drag/mm of the U 5 Enw'onmenai/ Protection Agency www.epa.gov/sunW|se K-2 EDUCATIONAL STANDARDS W O C < D 5 I- 4-: u: 8 -| E < c: z a 2 g '5, E = 5 D "I m H CO LO 1‘ 00 03 P" i "C! ":3 '15 '6 re: '13 '13 ‘ E E E 26‘ 33 £3 :3 ‘ 8 ~23 -cs Po Pu "d "c "d :1 aaaaase a SUNWISE ACTIVITY TITLE SUBJECT 5 a a a 5 3,3 5 O A SunWise Social Studies X X X X X H n t Potato With the Sun A SunWise Beach Bu SunWise S Sun Rela Race Sunn 83 Watch Your Shadow The Sun Shines Around the World Heal Math Math RE. Health RE. Health Science Social Studies P.E. W Pa S SunWise Word Search JS DEPOSITORY 0041 508 0 1 2007 JNNERSITY OF CAUFORNI, BERKFI EY A SunWise Legend “Coyote’s Bright Adventure”1 Many people around the world believe that the universe began in darkness and that a hero or an animal brought us the sun. There are Native Americans in California who are members of the Cahto Tribe that tell a story about a coyote. The tale is about how the coyote is responsible for bringing the sun into the world. Coyote was taking a nap. He was having some trouble finding a comfortable position in which to take his rest. At first, he lay down with his head in the north. Unable to find the comfort he sought, he changed position and placed his head to the south. This didn’t seem to work well either, so he laid his head down west. Finally, he tried the east. This seemed to be the best so far, and Coyote drifted off into a pleasant nap. While sleeping peacefully, Coyote’s forehead began to feel very hot and uncomfortable. It was so bad that he woke up from his nap. When he was fully awake, he realized that the feeling that woke him up was coming from his dreams. He had been dreaming about the sun. It was this dream that gave Coyote the idea to go get the sun, and bring it back as a gift for the people of the Earth. Now, at this time, the sun was kept by an old woman in her house. Coyote knew that he must go to the old woman’s house and trick her to help the sun escape. Coyote was very determined to get the sun and so he set out to the house. Along the way, Coyote encountered three field mice that agreed to help him take the sun away from the old woman. The mice would bite through the ropes that held the sun down and when they finished Coyote would be free to run away with the gift. When they got to the house Coyote asked the old woman if he could lie down in a corner to rest and promised her he would not bother her. This is when the plans begin to be put into action. Coyote settled down into the corner and covered himself with the blanket the old woman gave him. “Forgive me, old woman. Sometimes I can’t fall asleep. It helps if I can sing a lullaby. I will sing it quietly and soon I will be asleep,” said Coyote. The old woman agreed to his request and soon the Coyote’s song actually put the old woman to sleep. While she slept the mice began to cut the ropes that held down the sun, but they were so small it took them a long time to cut the ropes. Coyote knew he had to move quickly and he ran out of the house pulling the sun behind him. While he was running, a lizard picked up a stick and began beating the house. All the noise woke up the old woman, and she ran after Coyote. She yelled at Coyote to stop but he turned around and used his magic to turn her into stone. The old woman was trying to hide the sun! When Coyote arrived home, he took his knife, cut the moon and the stars from the sun, and released them into the night. The people were so thankful for the gift of light they honored Coyote with many presents. The afternoon that the people got the sun back they rejoiced. That evening they had a celebration. But on the next day, they were hot and their skin was changing color!!! They thought about What they could do to stay cool and protect their skin. They decided to take mud from the river bank and slather it all over their skin. It worked and that was the first sunscreen! Even today, Coyote takes a special place in the hearts of the people, and they remember him by telling many more stories about their friend. \\' / 1 Adapted from the book Sun Lore: Folktales . .. and Sagas from Around the World, by Gwydion O’Hara. A Partnership Program a! the U5. Enwlonmentaj Prom/on Agency www.epa.gov/sunWIse , ; . l 2 l v i: - A Partners/up Program of [he US. Enwronmenla/ Protection Agency www.epa.gov/sunwuse A SunWise Legend Estimated Time 15 — 20 minutes Suppfies Large paper Markers Paper for drawing Crayons Learning Objective The students will learn that people from all over the world have different stories about the sun. Before the story is read, ask the students about the power of the sun, both good and bad. Write their ideas on the paper and then cover it up. After reading the story assess What they have learned by asking them to write a story about the sun and why it is important to people around the world. Directions Read to your class the story, “Coyote’s Bright Adventure,” about the origin of the sun according to the Native American Cahto Tribe of California (on the Student Page of this activity). Discuss with them the location of California in relation to where you are located. While doing this, explain to them that people from all over the world have different ideas and beliefs about the sun. Discuss what they remember from the story. Ask students to make up a story about the sun. Ask them Why the sun is so important that people from all over the world tell stories about it (e.g., it makes plants grow, provides light). Suggest checking out a book about the sun the next time they go to the library. JS DEPOSITORY 0041 AUGB l 2007 JN|VERSITY OF CALIFORNI. BERKFI EY A .1 :' ‘:' radiates ‘ i: in ' A Partnership Program of Me U 5. Environmental Promotion Agency www.epa,gov/sunwise Hot Potato with the Sun Estimated Time Teacher’s discretion Suppfies Ball (preferably yellow) Music Directions Have the students make a large circle and pretend the ball is the sun. Students pass the ball to each other as music plays. When the music stops, the student with the ball should say one of the sun facts about how to protect themselves from the sun. For more sun safety tips, please see the SunWisdom section of the Tool Kit. Students should do the SunWise Word Search supplemental activity located in the back of the K—2 section of the Tool Kit as a follow-up to this activity. US DEPOSITORY 0041 AUG 0 1 2007 JN|VERSITY OF CALIFORNI. BERKF! EY A Pannersrm: Frog/am 0/ the U S Envrronmenlql Protection A wwwepagov/sunWIse A SunWise Beach Party Directions You and some of your classmates are having a SunWise Beach Party. What will you bring? Look out because some of your classmates might not be 100 percent SunWise! Answer the questions. Questions 19: How many students bring &’ 3 6 2 4 How many students bring ! ? 7 4 3 5 How many students bring How many students~bring & ? 4 6 2 5 How many students bring all SunWise items? 7154 WNWVVVN A A. ,4 l " radiates ‘1 A Pannersh/p Program oft/12 U 5 Environmental Protection Agency www‘epa gov/sunwise A SunWise Beach Party Estimated Time 15 minutes Suppfles Crayons or pencils Learning Objective The objective of this activity is to have students answer questions and interpret data about the variety of ways they can protect themselves from the sun’s harmful UV rays. After completing this activity, students should understand that using sunscreen, hats, sunglasses, and umbrellas are examples of SunWise behavior. Assess whether the students understand they must protect themselves from the sun’s harmful UV rays by asking them to draw a picture of their SunWise family on a Visit to the beach or park. JS DEPOSITORY 0041 AUG 0 l 2007 JNIVERSITY OF CALIFORNL Directions BERK Fl FY In preparation for this activity, discuss with your students the importance of being SunWise. Stress the prevention steps as listed in the SunWisdom section of the Tool Kit. Questions and AnsWers How many students bring beach umbrellas? 3 6 2 4 How many students bring sunscreen? 7 4 3 5 How many students bring hats? 6 3 5 7 How many students bring sunglasses? 4 6 2 5 How many students bring all SunWise items? 7 1 5 4 'ravm H 5.: radiates 11.1, , APanne mrhpPogiamaHheUSEnv Imomenra/Porecnan nenAg cy www. epa. gov/sunwise Buy SunWise Directions Your class is taking a trip to the store to buy sun-safe products. Select the coins and bills you need to buy each SunWise item. quarter dime nickel $.25 $.10 $.05 $5.79 $4.34 $6.27 $9.67 $8.89 $1 I ' ‘ I 1 " ‘1 , A Pannersmp Program cl the U s Enwonmenlql Pratecnan Agency www.epa.gov/sunwuse Buy SunWise Estimated Time 20 — 30 minutes Learning Objective The objective of this activity is to help students visualize sun-safe products and familiarize them with the process of making such purchases. Assess whether the students understand the importance of having sun-safe items to protect themselves from the sun’s harmful UV rays. Ask them to pick the items they would buy and draw a picture of themselves using them. For example, one such picture could be a little girl wearing a wide-brimmed hat and sunglasses and applying sunscreen. Directions This activity allows students to practice their addition skills with money while being reminded of sun—safe items. Each picture on the student page has a price tag to indicate its cost. Select the activity that is the most appropriate for your students. - Instruct the students to draw the appropriate combination of coins and bills needed to purchase the product. . Include a page of dollars and coins for the students to cut out and glue/paste next to the items. . Instruct students to draw a circle/box and write the value of the coin/bill in the circle/box. Some students may take too long trying to draw the details of the money and not complete the activity. US DEPOSITORY 0041 AUG 0 l 2007 JNIVERSITY OF CALIFORNL BERK Fl FIY . (y ' w ‘ 1 ' , A Farmers/71p Program at Me U S Enwlonmenta/ Protection Agency www.epa.gov/sunmse Speedy Sun Relay Race Directions One student in your group will be the “model.” The model’s job is to dress in sun-safe clothes as fast as possible with the help of the team. Across the field will be a pile of clothes. Each team member, besides the model, will take turns running to the pile, selecting one sun—safe item, and running it back to the model. The first team to have a completely SunWise model is the Winner! A ‘1‘ radiates .; w . A Partnership Program a! the U 5. Environmenqu Protection Agency www.epa.gov/sunwuse Speedy Sun Relay Race Estimated Time 30 minutes Suppfies One set of the following SunWise and non-SunWise clothes and items for each team: Long-sleeved shirt (preferably with collar) Long pants (optional) Hats (wide—brimmed, cowboy) Sunglasses Empty bottles of sunscreen, some with SPFs of 15 and higher, some with lower SPFS. Shoes (optional) Various other articles of clothing that are not sun safe, like tank tops, t—shirts, shorts, baseball caps, visors, etc. Note: Make sure that the clothes are large enough for each student to put on and take off easily. Learning Objective This activity will challenge students to think quickly about sun—safe behavior by selecting correct sun-safe clothes when presented with several options. Assess whether the students learned how these clothes will help protect them from the sun’s harmful UV rays by asking them the following questions: . What are three items that the model is wearing that you would pick to protect yourself? Explain why you chose these three items. - How many of you dress like the model when you play outside? Why do you think dressing like this is safer for you? . What will you remember to put on before you leave your house to protect yourself from UV rays? Explain why you would take these actions. Directions Organize the class into teams of five or more and line them up at the start of the racecourse. Place the pile of clothes at the other end of the racecourse. Have each team select one student to be the SunWise model. This student will stay at the starting point of the race, donning sun-safe clothes. The other team members should each take turns running to the pile of clothes, selecting one item, and bringing it back to the model. The first team to have a completely SunWise model is the winner. The SunWise models should be wearing a protective hat, long-sleeved shirt, and sunglasses, and be carrying a bottle of sunscreen with SPF of 15 or higher. Incorrectly dressed models must decide what they are missing, and the other team members must continue bringing back items until the model is sun—safe. AB HMHSS 'lNHOdI'IVO :lO ALISHENNF [002 l 0 SW L700 AMOJJSOdEICI SH 10 1 v A Partnership Program 0/ me U 5 Enwranmentaj Pratecl/‘on Agency www.epa.gov/sunWIse Sunny Says Estimated Time 20 minutes Learning Objective This activity will teach children to distinguish between the helpful and harmful effects of the sun. Assess the students by asking them to tell you the effects of overexposure to the sun and not wearing sunscreen and proper clothing. They should also list some positive effects of the sun. Discussion Point Discuss with the class the importance of protecting themselves from the sun. Too much sun can hurt the skin and eyes. On the other hand, the sun is beneficial because it gives us vitamins and helps things grow, such as fruits, vegetables, flowers, and trees (which provide protective shade). Physical Education Variation: ' Have children line up side-by-side or in small groups/ teams of two to three students. Children take three big ' jumps (giant steps, or other appropriate movement) forward after every correct response. Those who respond incorrectly remain still but advance the next time they respond correctly. The goal is to reach the other side of the field as either an individual or team. The first individual or team at the finish can share with others what they know to be correct “Sunny Says” actions and why it is important to know and practice this behavior. \ b “xx. I isms :65 § is s : 3 s ‘3". J a. if?) a" ‘,,/ .. .. Directions The format follows “Simon Says.” For example: Sunny Says grow like a tree. Sunny Says put your hat on. Take your hat off. Sunny Says protect your nose. Sunny Says sprout like a flower. Sunny Says put your shades on. Take your shades off. Sunny Says look at your watch. Sunny Says find your shadow. Sunny Says put sunscreen on your nose. Sunny Says put sunscreen on your arms. Sunny Says read the SPF number on the sunscreen container. Students responding to a non-“Sunny Says” command will be eliminated from play. Continue the game until there is a winner. 11 US DEPOSITORY 0041 AUGETZUUT JNIVERSITY OF CALIFORNI, BERKFI F.Y L .7 l l A Farmers/up Prugram of the U S Enwronmenral Protection Agency wwwepagov/sunwme Watch Your Shadow Directions Using the sun as your light, you are going to trace your shadow. Choose a partner and stand in the sun on the sidewalk or blacktop. With a piece of chalk, your partner will trace your shadow starting from your feet. Write your name in your shadow. Later in the day, trace your shadow again. Remember to position your feet in the same spot. Question 1 Is your shadow always the same size? 2 Can the moon make shadows? 3 What is the shadow rule? . A v11.” 1 1": 1‘ 1' radiates 2 my A Partnership Frag/am of mo U S Enwronmenral Protection Agency www epa.gov/sunwise Watch Your Shadow Suppfies Chalk (use different color chalk for each time of day you trace your “shadow) School yard With dark cement or blacktop Clear, sunny day Watch or clock Time At least two 15-minute intervals during one day. Learning Objective The objective of this activity is to demonstrate to students what causes a shadow, how shadows change from morning to evening, and how they can tell by the length of their shadows what times of day they should seek protection from the sun’s harmful UV rays. Ask the students to guess how their shadow will change during the day. Once the day is over, ask them to compare their prediction to the actual shape and size of their shadow. Directions Take the students outside in the morning and again around noon. Have students choose a partner. Instruct the students to trace their partner’s shadow using a piece of chalk on the cement surface of the schoolyard. They should begin tracing the shadow from the feet. Write the time students traced their shadows so later they can see how the different positions of their shadows correlate to the time of day. Go outside later in the day and have each student stand on the feet of their first shadow tracing. Instruct them to retrace their new shadow on top of the original. Discussion Discuss how shadows are formed. A shadow is a dark figure or image cast onto the ground by our bodies blocking the light of the sun. Both the sun and the moon can create shadows. We have noticeable shadows throughout the day; however, our shadows are much shorter closer to noon when the sun is overhead. Explain to the students that when their shadows are long (during the early and late parts of the day) the sun is not as intense. When their shadows are short (during the middle part of the day) the sun is more intense, and they are at a greater risk from the sun’s damaging UV rays. Also mention that visible light causes shadows, not UV rays. UV rays are present even on cloudy days. Nevertheless, the shadow rule is a good indication of UV intensity. Teach the students the shadow rule, “Watch your shadow. No shadow, seek shade!” Question and Answers 1 Is your shadow always the same size? No. Your shadow is long in the early morning and late afternoon, and short during the midday. 2 Can the moon make shadows? Yes. When there is a full moon, the light is bright enough to create a shadow, but no UV rays are emitted from the moon. 3 What is the shadow rule? ‘nglfiéfiiogfi-de41 AUG 0 l 2007 JNIVERSITY OF CALIFORNL '4 BERKFI EY 1 I l 1 r‘ .: A Partnership Program a! {he U S Envrronmenlql Protect/on Agency www epa gov/sunWIse The Sun Shines Around the World Estimated Time 20 — 45 minutes Suppfles Map of the world (for display) Magazines and photos of foreign places and people Learning Objective This activity teaches students about a variety of ways people all over the world protect themselves from the sun’s harmful UV rays. After completing this activity, students should be able to describe at least two different ways individuals from the country investigated practice sun safety. Directions Choose a country to research. Perhaps you have been on an exciting trip and would like to share your photos or postcards with your students. Discuss the chosen locale, its people, and customs, especially pertaining to sun protection. Use the questions to stimulate discussion and to reinforce sun safety lessons. Vocabulary Words Custom — A habit or an established way of doing something. Questions and Answers 1 What is the name of the country researched? Students should be able to name the country. 2 Where is the country? Students should be able to point to the location of the region on the map. 3 What types of houses do the people live in? Answers should match according to the country researched. 4 What kinds of clothes do the people wear? Answers should match according to the country researched. 5 What are three differences between your home state or town and the place researched? Answers should match according to the student’s home state or town and the country researched. Additional Resources www. nationalgeographic.com / maps / index.html Offers a variety of interactive map tools and a brief summary of each country of the world, such as goods produced, literacy rates, or GDP. 15 JS DEPosrréav 0041 Rue 9 126m JNIVERSITY‘OF CALtFORNl. BERKFI EY A Pannersm Program or the U S Enwmnmequ Protection Agency www.epa.gov/sunWIse Wacky Paper Sunglasses Supplemental Directions 1 Cut the sunglasses out of your paper. 2 Cut out the eyepieces of your sunglasses. 3 Choose a color of cellophane for your eyepieces. 4 Glue the pieces of the sunglasses together. Spread glue on the eyepiece frame and glue the cellophane paper onto your sunglasses. Now, make your sunglasses wacky by decorating them! A :y ' radiates ‘1‘ .; . w A Partners/up Program of [he U 5 Environmental Pralecn'an Agency www.epa.gov/sunwuse Wacky Paper Sunglasses Supplemental Estimated time 20 minutes Suppfies Scissors Glue Pencil Cellophane sheets in various colors Crayons or other decorations Colorful construction paper (optional) Learning Objective The objective of this activity is to demonstrate the importance of wearing sunglasses to protect your eyes from the sun’s harmful ultraviolet (UV) rays. Assess the students by asking them what they know about sunglasses and eye protection before starting the activity. Afterwards, ask what they learned from this lesson. Did it teach them anything new about cataracts and the importance of wearing sunglasses? What will they do differently now when outside? Discussion Discuss with students the importance of wearing sunglasses. Explain that appropriate sunglasses provide 99-100 percent UV protection, which will reduce sun \ l /, exposure to your eyes. Demonstrate the UV blocking power of sunglasses by using the UV-sensitive Frisbee®. Place JNIVERSITY OF CALIFORNL BERKEI EY sunglasses on the Frisbee, expose the Frisbee to UV (take outside) and watch the Frisbee change color in a few seconds. Explain to the students that the sunglasses block the UV rays, thus keeping the area beneath the sunglasses from changing color. UV rays can cause cataracts and other eye damage. Cataracts are a form of eye damage in which a loss of transparency in the lens of the eye clouds vision. Directions If time permits, create your own pair of wacky sunglasses to show your class. You may also want to copy the sunglasses template and alter it to become a “connect the number dots” activity. Instruct students to either cut out the sunglasses provided on the Student Page or draw and cut their own out of a colorful piece of construction paper. Next, students should cut out the eyepieces. You should have some of the cellophane pieces cut out in squares to fit the frame of the sunglasses. Instruct the students to spread the glue around the edges of the eyepiece and place each cellophane piece within the eyepiece frame area. After the glue is dry, students can decorate the rest of the glasses. Instruct students that the cellophane they are using for the lenses in the sunglasses does NOT protect against UV rays. Explain to students how to look for and read the tag found on sunglasses in the store so that they will select glasses that offer adequate protection. 18 5.0.... we. on» 50...” none? 0. on D M 0 mt... 3." a... SunWise Word Search Supplemental ABCDP L Directions Find and circle UOS AMN L the SunWise words. HAT ll||l| IRTWDNO EDAHSMS SCREENT BIMUBLR AHLMAKO TSLTZJH ZAKSYIS BGERXHG YFEQTGN XERPAFO WATOHEL S S m EN M0 3 Law AR BGRTGSED pwmmmmmm MLSPSSTS 9 ‘I— JS DEPOSITORY 0041 HUD 0 I 2007 JN|VERSITY OF CALIFO SunWise Word Search Supplemental RN]. BERKFI EY S G ill HIRTWDNOP DA SVMS \J Word Search Words HAT LIP BALM LONG SHORTS SHIRT SUNGLASSES SUNSCREEN PANTS TREE SHADE A -XY 1/ N\_I K H O R A S S H G S G N 9 L 2O .1. M m m w. r P m. l r A Pan/wish [7187713 the U5 Envrron 8 S W n U S / V 0 g a D. e W W W grades 3-5 A Partnership Program of the U. 8. Environmente/ Protection Agency www.epa.g0v/sunw13e AUG 0 i 2007 JNlVERSlTY OF CALIFORNI. BERKFIEY id ea English Physical Social [sense Language Arts Health Mathematics Education Science Studies I 1/“ ) F 7er r, was i v v; www.epaig ,1m 0:, He‘ll}: ov/s u nw 33% g e 32% a: “E 5'3” “(a Q 3 es 3; ‘5? 5 $138 as a l- ““5 'Sa 8 (n 76mg cV50 .’-‘ _l aggro '50 g < :6 '2: CDT: m z gga'g '5 "U U) 0 macaw—U") g: S: “23¢ I“ :3 g I: 8660 g 45 O I'I'I u.s. Envnanmentaj Protection Agency www.epa.gov/sunWIse Sun Scoop Directions Use a video camera, tape recorder, or pencil and paper to develop a news story. Story angles could include the health effects of overexposure to the sun, sun protection, or how the UV Index works. Gather the facts (who, what, when, where, why, and how) using resources such as the Internet, encyclopedias, or your local newspaper. Interview an expert. This could be a science teacher, nurse, or local weather forecaster. Write a lead and the rest of the story. As a guide, answer the three questions below. Be prepared to share your news story with your class. Talk with the editor of your school or local paper about printing the news story. Ask your teacher or principal if you can read it over the PA system during morning announcements. Vocabulary Words Story Angle — The topic or approach to a news story. Who, What, When, Where, Why, and How — Questions that form the basic building blocks of any news story. A story might answer some or all of these questions. Lead — The most important part of the story. The lead is always the first paragraph and it explains some of the Who, What, When, Where, Why, and How questions. Questions 1 What questions will you ask the expert? 2 What is the most important part, or lead, of your story? 3 Of the facts gathered, which ones should be included in your story? _+ m > O I m 33 13 > C) m k A 1" w r‘ radiates: A Partnership Program 0! the www.epa.gov/sunwise U. s. Environmental Proteclion Agency Sun Scoop Estimated Time 30 — 60 minutes Suppfles Video camera (optional) Tape recorder (optional) Paper and pencils Research materials (encyclopedias, newspapers, or computer with Internet access) Learning Objective This activity uses journalism to raise awareness about the science and risk of the sun’s harmful UV rays and about ways to be sun safe. Assess what students have learned by asking them to include the following in their story: at least three ways to be sun safe; the effects of ignoring these precautionary measures; and some background information about the sun and UV radiation. Directions Assign each student, or group of students, a story angle. If possible, arrange for a science teacher, nurse, or local weather forecaster to come to your classroom. Let the students interview the “expert.” Have the students respond to the questions below as a class \ ‘ // and then write their stories individually or in groups. n. Questions and Answers What questions will you ask the expert? Students should list 3-5 questions. What is the most important part, or lead, of your story? Students should select one fact as the lead. - Of the facts gathered, which ones should be included in your story? Students should list the facts they will include in their story. Additional Resources The National Elementary Schools Press Association. www.nespa.org The New York Times Newspaper In Education (N.I.E.) program. www. nytimes. com / learning/ teachers /NIE An interactive language arts and journalism Web site for students (an OET/SchoolNet Project). www. writesite. org JS DEPOSITORY 0041 AUG '0 12007 JNIVERSITY OF CALIFORNI. BE R K F l EY CD _4 C U l'l'l Z _| U > 0 [Tl L A ' x ' 'radlates : www.epa.gov/sunwise A Pannersnip Program of the us, Envimnmema Pr'oioction Agency SunWise Word Scramble Directions Unscramble this list of words. nsu cksluobn nrusbun lmeo sgalusnses nlgosevelestirh tha niksrecnac aebhc ratluloietvysra swlrknie neswisu coptert luberlma esdha ZIlon ~nt-irfi-zlceo mmnaaleo ' ~ ‘ -, j o ‘ . ' ntvopeerin ' ‘\ ~ . ,Il,’ “4 Questions 1 What does UV stand for? Can you see or feel UV rays? What forms a thin shield around the earth and protects us from the sun’s harmful UV rays? At what time is the sun at its highest point in the sky? During what hours should you limit your exposure to the sun? What are some effects of too much exposure to the sun? 0 I U! _' m > O I m I) ‘U > C) m k A .112‘. :I: "Mradiatesizm: :r»‘ A Partnership Program at the U. 5. Environmental Protection Agency www.epa.gov/sunwise SunWise Word Scramble Estimated Time 15 — 20 minutes Directions By unscrambling the SunWise words the students will be exposed to key vocabulary associated with sun safety. Have a sun safety discussion before you assign the task to start the students thinking about certain sun safety vocabulary. Questions and Answers 1 2 What does UV stand for? Can you see or feel UV rays? Ultraviolet. No. What forms a thin shield around the earth and protects us from the sun’s harmful UV rays? The thin shield around the earth is known as the ozone layer. At what time is the sun at its highest point in the sky? Solar noon. During what hours should you limit your exposure to the sun? You should limit your exposure to the sun between 10 a.m. and 4 pm. What are some effects of too much exposure to the sun? Some of the effects of too much exposure to the sun are wrinkles, skin cancer, and eye damage. Unscrambled SunWise Words sun sunblock sunburn mole sunglasses long sleeve shirt hat skin cancer beach ultraviolet rays wrinkles sunwise protect umbrella shade ozone reflection melanoma prevention ‘JS ’DEPOSITORY 00 1 AUG 94 2007 JNIVERSITY OF CALlFORNl. BERKFI EY Physical Education Variation The teacher should write the 19 scrambled words from the Tool Kit activity in chalk on a concrete play surface without letting students see the words. Students line up about 50 yards away and take turns trying to decipher the first word. The first student runs to the first word. If s/he can decipher the word, s/he writes it next to the scrambled version. If s/he doesn't, s/he runs back and hands the chalk to the next student until all words have been revealed. Teachers might want to mention the words to students ahead of time when discussing sun safety with the class. Older students may choose to create their own word scramble. Divide students into groups. One group creates 15 scrambled sun safety words; another group must unscramble the words. Groups then trade off. The first group timed as the fastest Wins. Larger classes might require 30 or more words. Additional words can be found throughout the SunWise Tool Kit. 3-5 L EOVd iNEICmIS . A .12.‘ 'z‘ radlates ‘lra‘ A Voluntary Program of the us. Envimnmenml Protection Agency SunWise Virtual Vacation Directions People all over the world enjoy the sun in very different ways. Some may enjoy the beach, while others may take hiking trips in the mountains. No matter where you go, it is important to be SunWise. Plan a pretend class trip to anywhere in the world. Use the suggested Web sites on this page to “travel” to your chosen place. Make sure you pack everything you need to protect yourself against the sun’s harmful UV rays. Write a letter to your classmates and tell them about your trip and What you have learned. In your letter, answer the 10 questions below. Read your letter to the class. Have fun on your trip! You’ll discover many things about different people, their countries, and the sun. Some suggested vacation spots Galapagos www.lammerlaw.com Jordan ~ www.mota.gov. jo/TOPI CS.H TM Puerto Rico welcome. top uertorico.0rg India www. tourisminindia. com Guam www. visitguam.org Ireland www. ireland. travel. ie Sinai, Egypt www. interknowledge.com /egypt /sinai Other resources to help you pick a place to visit www.geographia.com www. yahooligans. com /Around_the_W0rld / Countries www.nationalgeographic.com/kids Resources to learn about your vacation spot and SunWise practices www. weather. com/activities/ health/skin www. intellicast.com/Travel www. weatherbase. com www.epa.gov/sunwise/actionsteps.html 3-5 SunWise Virtual Vacation 3 39Vd .LNBCIfliS When writing your letter to the class, answer the following questions: 1 How are you going to protect your skin and eyes While on your vacation? 2 What did you do on your trip? 3 What did you pack for your trip? 4 What do people in the country (or state) do for recreation? Where do they vacation? 5 What kind of outdoor activities do they like? A Partnership Fmglam aflho U.$. Environ/Hem] PIoMcfion Agency www.epa.gov/sunw15e 6 What is the climate like? 7 How do the local people stay cool (or warm)? 8 How do people protect their skin and eyes? 9 What kind of clothes do people wear? 10 What types of houses do people live in? is DEPOSITORY 0041 ,, A} El 2007 ,mchSITY OF CALIFORNL BERKFI F.Y _| m )> O I m I] _U )> C) m . A a woman' Mat radiates unmi new: SunWise Virtual Vacation Estimated Time 45 minutes (students may work in preassigned groups of 3 or 4 students) Suppfies Map of the world Computers with Internet access Learning Objectives This activity gives students the opportunity to learn about different cultures, develop Internet research skills, and think about their sun exposure during recreational activities (and associated risks). Assess the students by asking them to compose a letter to their classmates that includes the answers to the questions and tips for sun safety. Directions Divide the students into small groups. Discuss possible “vacation” spots they would like to visit. Have each group pick a location and use the suggested Web sites to research the answers to the queStions. You may want to develop a list of possible sitesi’and make sure there are no duplicate locations. ‘ , Students'will write a letter to their classmates to ~ reponton their findings, being sure to include the .. answers to the 10 questions. A Partnership Program of (he U.S. Enwranmentaj Protection Agency www.epa.g0v/sunwuse Questions and Answers Answers should reflect students’ research on their location. 1 500” “NOW 9 How are you going to protect your skin and eyes while on your vacation? Use sunscreen, wear sunglasses, wear a wide-brimmed hat. What did you do on your trip? What did you pack for your trip? What do people in the country (or state) do for recreation? Where do they vacation? What kind of outdoor activities do they like? What is the climate like? How do the local people stay cool/warm? How do people protect their skin and eyes? Answers should reflect students’ research on their location and include precautionary actions such as using sunscreen, wearing sunglasses, and limiting time in the midday sun. What kinds of clothes do people wear? 10 What types of houses do people live in? Physical Education and Social Studies Variation: After choosing their vacation location, have students try or demonstrate the native sports and activities of that country. This activity can be coordinated with social studies lessons or an all-school cultural event. Try bocce ball, petanque, speedaway, rugby, badminton, croquet, or soccer, or make up your own versions of rugby, lacrosse, and games that will be new to participants and age appropriate. They can even dress in the country's native clothing or discuss how citizens in these countries protect their skin. This event might also be used as an outreach vehicle to include parents or community members who have experience with activities native to other countries. 7 JS 059034va 0041 AJNWER'SfIY OF CALIFORNL BERKFI EY The Sun Shines Around the World CD _‘ C U m Z _{ 'U > Q m Directions Use encyclopedias, magazines and periodicals (National Geographic, for example), books, and Web sites to research your assigned country and answer the questions below. Share your findings with your class. Vocabulary Words Custom — A habit or an established way of doing something. Nomadic people, like the Bedouins of Jordan, wear clothing that covers almost all of their skin. This clothing is traditional, and also helps them stay protected from the sun. a Dr 0 I) ‘ .1 H' A Partnership Program alt/12 us. Environmental Protecn'on Agency www.epa.g0v/sunWIse ‘ Questions 1 2 3 What is the name of the country you researched? What continent is the country in? What types of houses do the people of this country live in? How do the houses help the people of this country protect themselves from the sun? What kinds of clothes do the people of this country wear? Describe one custom that people in this country practice to protect themselves from the sun. What are three differences between your state or hometown and the country you researched? _| m > O I m 33 'U > C) m L A L‘ "H'radiales: A Partnership Program of the US. Environmental Protection Agency www,epa.gov/sunwise The Sun Shines Around the World Estimated Time 20 — 45 minutes Suppfles Map of the world (for display) Research materials (encyclopedias, travel or geography magazines, or computers with Internet access) Learning Objective This activity teaches students about a variety of ways people all over the world protect themselves from the sun’s harmful UV rays. Assess comprehension by having students describe ways individuals from the country investigated practice sun safety. Directions Assign each student or pair of students a country to research or have them choose their own. Instruct students to respond to the questions. Have students share their findings with the class. Questions and Answers Answers should match the country researched. Additional Resources www.geographia.com Geographia offers a variety of information on housing, clothing, and customs of countries throughout the world. www. yahooligans. com /Around_the_World /Countries www. nationalgeographic.com/kids Resources to learn about your vacation spot and SunWise practices www. weather. com/activities / health/ skin www. intellicast.com/Travel www. weatherbase.com www.epa.gov/sunwise/actionsteps.html Js' DEPOSITORY 0041 AUG 01 2007 JNNERSITY OF CALIFORNI. BERKFI EY 1 o CD _| C U m Z .4 ‘U > CD [Tl A :I‘ : ‘ 'radiates : . A Partnership Proglam of the US. Environmental Pram-lion Agency www.epa.gov/sunwise Sun Myths From The Internet Directions While exploring the Internet, read a story about the origin of the sun according to Japanese history. Also visit the SunWise Web site to learn about the Action Steps for Sun Protection. Visit the Web site “Windows to the Universe.” Follow the steps to find the story: 0 Open the Internet Browser on your computer. 0 Type this address into the Location Toolbar: www.windows.ucar.edu O When you are at the home page called "Windows to the Universe" click on "Myths." 0 Now click on “Sun.” 0 At the top of the page you can choose a reading level. ° Finally, click “Japanese: Amaterasu” to read\ the story about-the sun from Japanese culture. ., Now visit the SunWise Web site. ' Type this address into the Location Toolbar: www.epa.gov/sunwise / actionsteps.html 0 Scroll down the page to read about the many ways to stay protected while in the sun. Vocabulary Words Myth — an invented story; a belief that is often false about a person, place or thing; a traditional or legendary story, especially one that involves gods or heroes and explains certain occurrences. 11 _* m )> O I m E "U )> C) m sun myths Directions 0 Visit the Web site “Windows to the Universe,” From The Internet www.windows.ucar.edu. Follow the steps on the Student Page to find the story. Suggest a reading level according to Estimated Time their abilities. 30 — 45 minutes ' Now visit the SunWise Web site, Supplies www.epa.gov / sunwise / kids.html. Computer with Internet access Follow the steps on the Student Page. Learning Obie¢tive ' Have students write a story about the origin of While becoming familiar with the Internet, the the sun. students will learn about how different cultures perceive the origins and history of the sun. The students will also visit the SunWise Web site to gain further exposure to the World Wide Web While reading about the various steps they will take to be safe in the sun. Assess What they have learned by asking them to write their own story about the origin of the sun, making sure to incorporate the SunWise Action Steps. JS DEPOSlTORY 0041 AUG 01 2007 JN|VERS¥TY OF CALIFORNI. BERKFI EY 12 A Partnership Program of the us. Environmental Protection Age www.epa.gov/sunWIse ‘f’ 01 CD _‘ C U IT] Z .4 U > C) m U. S. Environmeml Promotion Agency www.epa.gov/sunWIse SunWise Fashion Show Directions Hold a fashion show with your classmates. Model clothes that are good examples of what to wear to protect against the sun’s harmful ultraviolet (UV) rays in all seasons. Choose spring and summer clothing such as knee-length shorts, wide-brimmed hats, long- sleeved or elbow-length shirts, and sunglasses. Don’t forget the colorful zinc oxide. Choose fall and winter clothing such as long-sleeved shirts, long pants, light jackets or coats, hats, and sunglasses. Decide who will be the fashion show’s hosts. The hosts will explain to the audience what each model is wearing and point out the outfit’s sun- safe features. Another group of students will DJ the fashion show. They will play the music for each model’s .walk down the runway or stage. Questions 1 Why should you wear protective clothing in 2 Can you get a damaging dose of sun in the fall and winter? Why or why not? _{ rn > O I rn :0 U )> G) rn U. 5. Environmental Protection Agency www.epa.gov/sunWIse SunWise Fashion Show Estimated Time Preparation time at teacher’s discretion 1 hour Suppfles Summer clothes Fall and winter clothes Music/Radio Runway or stage area SunWise items such as sunglasses, umbrella, wide-brimmed hats, zinc oxide, SPF 15+ sunscreen, etc. Learning Objective The objective of this activity is to familiarize students with some of the clothing that protects against the sun’s harmful rays. Assess the students by asking them what they wear during different seasons. Ask students what they will wear now that they know how to be SunWise. Directions Hold a fashion show. Students will model good examples of clothes to wear in each of the seasons which protect against the sun’s harmful UV rays. The fashion show can be held indoors or outdoors, depending on the weather. Discuss the different clothes that are worn throughout the year and other items to wear. Depending on the class size, have three students model clothes for each season. Spring and summer clothing could be knee-length shorts, Wide-brimmed hats, long-sleeved or elbow-length shirts, and sunglasses. Fall and winter clothing can include long- sleeved shirts, long pants, light jackets or coats, hats, and sunglasses. Students can carry a bottle of SPF 15+ sunscreen and zinc oxide (for the nose). Choose students to be the fashion show hosts. The hosts will explain to the audience what each model is wearing. Another group of students will DJ the fashion show. They will play the music for each model’s walk down the runway or stage. Questions and Answers 1 Why should you wear protective clothing in the sun? Suggested answer: to prevent skin cancer, wrinkled skin, sunburn, and eye damage. 2 Can you get a damaging dose of sun in the fall and winter? Yes. Why? The sun’s rays are still strong in the fall and winter and UV is reflected of)" snow and ice. UVA is consistently present all . year’ us DEPOSITORY 0041 AUG 012007 JNIVERSITY OF CALIFORNI. 1 4 BERKFI EY CD _1 C U ITI Z _{ 'U > C) m U. 5. Environmental Protection Agency www.epa.gov/sunWIse UV Frisbee® Fun Directions Before having UV Frisbee Fun, predict how much time it will take the UV Frisbee to change color once it is exposed to sunlight. Cover the UV Frisbee as you carry it outside, and start timing as soon as you expose it to the sun. Questions 1 How long did the UV Frisbee take to change color once it was exposed to sunlight? How close was your prediction? 2 What made the UV Frisbee change color? 3 Can UV light do the same thing to your skin? 4 What did you learn to do for yourself by covering the UV Frisbee? 5 What are two ways that you can protect yourself from the sun?s'harmful UV rays? . 5’ \ _' m )> O I rn :0 p > 0 m U,$.EnvironmentqlProl9ctionA www.epa.gov/sunw15e UV Frisbee® Fun Estimated Time 30 minutes Suppfies UV Frisbee Stop watch Additional non-UV Frisbees (optional) Learning Objective The objective of this activity is to demonstrate the effects of UV radiation while exercising. Assess the students’ understanding of the effects of UV radiation by asking them to list some possible outcomes of overexposure to the sun’s harmful UV rays. Directions Use the UV Frisbee included in the SunWise Tool Kit to show students the effects of UV radiation. For information about UV radiation and the health effects of sun overexposure, please review the SunWisdom section of the Tool Kit. Go over this information with the class prior to the activity. Before you begin your UV Frisbee Fun, ask the students to predict the amount of time it will take the UV Frisbee to change color once it is exposed to outdoor light. Cover the UV Frisbee as you carry it outside and start timing as soon as you expose it to | ‘ OSITORY 0041 AUG 0 l 2007 JNIVERSITY OF CALIFORNI. . B the sun. Once exposed to the sun, the Frisbee valfiKF' EY begin changing color almost immediately. ' Ask the students to remember their predictions and compare them to the actual time it took the UV Frisbee to change colors. Discuss the effects of UV radiation and the importance of being protected from the sun’s harmful UV rays. Questions and Answers 1 How long did the UV Frisbee take to change color once it was exposed to sunlight? How close was your prediction? The UV Frisbee should change color almost immediately. Answers will vary. 2 What made the UV Frisbee change color? Exposure to the sun’s UV rays. 3 Can UV light do the same thing to your skin? Yes. 4 What did you learn to do for yourself by covering the UV Frisbee? Protect my skin and eyes from the sun’s harmful UV rays. 5 What two ways can you protect yourself from the sun’s harmful UV rays? Answers will vary and may include using sunscreen SPF 15 or higher, wearing long-sleeved shirts, seeking shade, and wearing sunglasses. Now, search for a sun-safe spot on your playground and have some UV Frisbee Fun! If your class is large, use additional frisbees. 16 r“, U) _| C U [TI Z _{ _U > C) m Personal Skin Assessment Risk factor Light or fair skin Blue, green, or hazel eye color Blonde or red hair Freckles When in the sun Burn when in the sun 40 or more moles Family or personal history of skin cancer Living in the Sunbelt area of the United States where UV rays are very strong, (Arizona for example) Living in high altitudes Two or more blistering sunburns Taking medications that increase the skin’s photosensitivity (some antibiotics and antihistamines) A Parmushin Program on!» us, Environments] ProlocfionAoancy wwwepagov/sunwnse Adapted from Project S.A.F.E.T.Y., Risk and Risk Factors, Elementary Safety Lesson Five. _| m > O I m :0 “U > C) rn : 1‘ H :v 1 A Pan‘nership Program of the Personal Skin Assessment Estimated Time 30 minutes Suppfies Markers or crayons Magazines (optional) Glue (optional) Learning Objective After completing this activity, students will understand the need to be careful about exposure to the sun’s harmful UV rays. Students who possess any of several risk factors Will develop a heightened sense of their own risk. To assess student comprehension of the risk and prevention message, form groups of three to make fliers, posters, or collages for the classroom or school that depict individuals practicing sun safety. US. Environmental! Protection Agency www.epa.gov/sunw15e JS DEPOSITORY 0043 AUG 9mm Directions JNIVERS'W.3;FW" Teachers are cautioned to be sensitive to t eE prlvacy ‘ concerns of students during this activity. Also be aware that students may answer no to all the questions, thereby allowing for the misconception that they are not at risk for overexposure to UV radiation. Instruct students to evaluate their own risk factors, checking off yes or no in each column. Have students raise their hands in response to each question as you read it aloud. Using the fact sheets (located in the SunWisdom section of the Tool Kit) as your guide, discuss the prevention steps with the class. Stress the importance of protection from the sun’s harmful UV rays, especially for individuals Who have several risk factors. Remind students that everyone is equally at risk for eye damage. 18 Sun Safety Survey Directions Are you SunWise? Are your classmates? Is your family? Find out what you know about being SunWise. Sun Safety Survey Questions Self Do you think the sun can hurt your skin? yes no I think I look healthier with a tan. true false When I am outside in the sun during the summer, I wear sunscreen. true false Sun protection factor (SPF) indicates the level of protection a sunscreen provides. Which SPF number is the minimum I should use? 4 15 40 I don’t know I need to use the most sun protection when the UV Index is: 1 5 11+ I don’t know School How sun safe are our school grounds? not sun safe somewhat sun safe sun safe 100 percent sun safe What are the rules for using sunscreen and wearing hats in our school? Home How many people in your home have ever had a sunburn? How many times? 19 Do peOple in your home wear sunscreen, sunglasses, or a hat? If so, when? After completing your individual sun safety survey, follow along as your class tallies up its responses. When you are finished, answer the questions below. Questions 1 What percentage of the class believes the sun can hurt their skin? 2 What percentage of the class believes they look healthier with a tan? 3 Make a bar graph depicting the percentage of the class that chooses each sunscreen SPF. What was the most popular response? How many more people choose the most popular response over the least popular response? 4 What percentage of the class chose a UV Index level of 11+ as requiring the most sun protection? 5 How many of your classmates think your school grounds are at least “sun safe?” 6 Read the example SunWise word problem, and then write your own. My family of five went camping this summer. My brother and my father both got sunburned. Forty percent of my family was not SunWise. My family of went to this summer. My got \ sunburned. of my 3 / family was not SunWise. l :‘ radiates H 2 .A: STUDENT PAGE A Partnership Program of the us, Envimnmenrql Protecn‘an Agency www epa gov/sunmse Sun Safety Survey Estimated Time 20 minutes Supplies Pencil Calculator (optional) Graph paper (optional) Learning Objective The objective of this activity is to help students understand the variety of ways they can protect themselves from the sun’s harmful UV rays. After completing this activity, students will understand that using sunscreen, hats, sunglasses, and the UV Index are examples of SunWise behavior. Assess whether the students understand they must protect themselves from the sun’s harmful UV rays by asking them whether the activity taught them something new about being sun safe. Finally, ask your students what they will do differently now. Directions In preparation for this activity, create a simple chart on the chalkboard listing the Sun Safety Survey questions (including all possible answers) along the left vertical axis and numbers by five along the top horizontal axis. After the students answer the questions on their individual Sun Safety Survey, compile the data from the entire class. Appoint one student to be the reporter and a different student to be the recorder. The reporter should read each question aloud. The students should respond as a group by a show of hands. The recorder should record the responses, and with the help of the teacher, calculate totals for Sun Safety Survey questions. Now, instruct your class to make some statistical generalizations about their SunWise behavior. TEACHER PAGE 20 Questions and Answers 1 What percentage of the class believes the sun can hurt their skin? Answers will vary. 2 What percentage of the class believes they look healthier with a tan? Answers will vary. Ask if people look healthier with wrinkles. Explain that up to 90 percent of visible changes to the skin commonly thought to be caused by aging are actually caused by sun exposure. 3 Make a bar graph depicting the percentage of the class that chooses each sunscreen SPF. What was the most popular response? How many more people choose the most popular response over the least popular response? Answers will vary. 4 What percentage of the class chose a UV Index level of 11+ as requiring the most sun protection? Answers will vary. 5 How many of your classmates think your school grounds are at least “sun safe?” Answers should include the total number of students with responses “sun safe” and “100 percent sun safe.” 6 Read the example SunWise word problem, and then write your own. Answers will vary. US DEPOSITORY 0041 AUG 9 i 2007 JNNERSITY OF CALIFORNL BERKFI EY A Partners/lip Program a! the U. 3. Environmental Pmtactian Agency www,epa.gov/sunwise U) _{ C U m Z _‘ U > C) m A Pammslu'p Program a!!!» US. Environmenqlemon Agency www.epa.gov/sunWIse SunWise Word Problems Directions Answer the following word problems about sun- safe products and behavior. 1 If you buy a dozen Wide—brimmed hats for $132.00, how much do you pay per hat? 2 If you stand on the corner and sell the hats you bought in question #1 for $15 each to people at risk of being overexposed to the sun’s UV rays, how much will you make in profit? . .5“ SunscreenaA comes in a 36 oz. bottle and sells for $6.24. Sunscreen B comes in a 28 oz. bottle and costs $6.08. Sunscreen C comes in a 42 oz. bottle and costs $6.85. Which sunscreen is cheaper per ounce? A new SunWise school is being built for grades K-6. A school board regulation states that each first and second grade classroom can have no more than 20 students. Classrooms for the other grades (3-6) can have no more than 28. If the community Where they’re building the school has 220 SunWise students in the first and second grade, and 616 in the other four grades, how many rooms should the new building have? 21 _i m )> O I m I] U > C) m A Partnership Program 0/ the us. Environmental Pratecrian Agency www.epa.gov/sunwnse SunWise Word Problems Estimated Time 40 —— 50 minutes Learning Objective This activity will reinforce the prevention message of sun safety. Assess whether students understand the importance of protecting themselves from harmful UV rays by asking them to make a list of all the SunWise products they can think of. Use items from the problems as a starting point. Directions Have the class solve the following word problems. (The variables in the problems below are not scientifically accurate.) Questions and Answers 1 If you buy a dozen Wide-brimmed hats for $132.00, how much do you pay per hat? $11.00 If you stand on the corner and sell the hats you bought in question #1 for $15 each to people at risk of being overexposed to the sun’s UV rays, how much will you make in profit? $48.00 Sunscreen A comes in a 36 oz. bottle and sells for $6.24. Sunscreen B comes in a 28 oz. bottle and costs $6.08. Sunscreen C comes in a 42 oz. bottle and costs $6.85. Which sunscreen is cheaper per ounce? Sunscreen C A new SunWise school is being built for grades K-6. A school board regulation states that each first and second grade classroom can have no more than 20 students. Classrooms for the other grades (3-6) can have no more than 28. If the community where they’re building the school has 220 SunWise students in the first and second grade, and 616 in the other four grades, how many rooms should the new building have? 33 classrooms JS DEPOSITORY 0041 AUG 012007 JNIVERSlTY 0F CAUFORNI. BERKFI‘ EY 22 CD .4 C U IT] 2 .4 T] > C) [T] A Pannership Program arrive www.epa.gov/sunWIse A 'radlates mm: mm U. 5. Environmental Praleclion A Measure Your Shadow Directions Using the sun as your light, you are going to trace your shadow. But first, on a piece of paper, make a chart with two columns and three rows. On the top of your chart label one column “time” and the other “measurement.” On the side of your chart at the start of each row, write “first shadow,” “second shadow,” and “third shadow.” Choose a partner and stand in the sun. With a piece of chalk, your partner will trace your shadow starting from your feet. Write your name inside your traced shadow and record the time and the length measurement of your shadow in your chart. Later in the day, trace your shadow again. Remember to position your feet in the same spot and face in the same direction as before. Repeat a third time. Remember to face the same direction as before. Questions 1 2 3 4 What makes your shadow? Do you always have a shadow? Can the moon make shadows? Is your shadow always the same size? Why or why not? How much time passed between your first and last shadow? What is the difference between the measurements? What is the shadow rule? 23 _{ m > O I m :0 "U > O m A Pannersm‘p Program or [he US, Environmental Protection Agency www.epa.gov/sunWIse Measure Your Shadow Suppfies Chalk (have a different color for each time the students trace their shadow) Paper and pencil School yard with dark cement or blacktop A clear sunny day Watch or clock Yardstick/meter stick Estimated Time At least three 15—minute intervals during one day Learning Objective The objective of this activity is to demonstrate to students what causes a shadow, how shadows change from morning to evening, and how they can tell by the length of their shadows what times of day they should seek protection from the sun’s harmful UV rays. Ask the students to predict how their shadows will change during the day. Once the day is over, ask them to compare their prediction to the actual shape and size of their shadows. Assess what they have learned by asking them to explain the shadow rule. Directions Instruct the students to make a chart on a piece of paper to record the time they traced the shadows and ' the size of the shadows. Also, each student should record his/her own height for comparison. The chart will need two columns and three rows. The top of the chart should be labeled “time” and “measurement.” The side of the chart should be labeled “first shadow,” “second shadow,” and “third shadow.” If necessary, draw the chart on the board to Show how it should look. You should take the students outside three times during the day (once around noon). Have students choose a partner. Instruct the students to trace their partner’s shadow using a piece of chalk on the cement surface of the schoolyard. They should begin tracing the shadow from the feet. They should write their names inside their shadows. Students should use the yardstick to measure the length of the shadows each time they trace them. Students should record the measurement and time in their charts. When everyone goes back outside later in the day, have each student stand on the feet of their own shadow and retrace their new shadow on top of the original. Again, they should record the measurement and time in their charts. JS DEPOSITORY 0041 we 9 f1 2007 JNIVERSITY OF CALIFORNI. BERKFI EY 2“ _{ m > O I m I “U )> C) m m a U i a. g ' 7 A Partnership Program at the us. Environmental Fraleclian Agency www.epa.gov/sunWIse Measure Your Shadow Discussion Discuss how shadows are formed. A shadow is a dark figure or image cast onto the ground by our bodies intercepting the light of the sun. Both the sun and the moon can create shadows. We have noticeable shadows throughout the day; however, our shadows are much shorter closer to noon When the sun is overhead. Explain to the students that when their shadows are long (during the early and late parts of the day) the sun is not as intense. When their shadows are short (during the middle part of the day) the sun is more intense, and they are at a greater risk to the sun’s damaging UV rays. Also mention that visible light, not UV rays, causes shadows. UV rays are present even on cloudy days. Nevertheless, the shadow rule is a good indication of UV intensity. Tell the students of the shadow rule, “Watch your shadow. No shadow, seek shade!” Questions and Answers 1 What makes your shadow? The rays of the sun shining on one side of your body generate a shadow that is projected away from your body. Do you always have a measurable shadow? Yes. When the sun is overhead at noon, the projection of the shadow is much shorter than it is during the rest of the day. Can the moon make shadows? Yes. When there is a full moon, the light can create a shadow, but the moon does not emit UV rays. Is your shadow always the same size? No. Your shadow is long in the early morning and late afternoon, your shadow is short during midday. How much time passed between your first and last shadow? Students should count the hours and minutes on a watch or clock to find the number. What is the difference between your measurements? Students should subtract to find the answer. What is the shadow rule? “N0 shadow, seek shade.” JS DEPOSITORY 0041 AUG 0 12007 JNIVERSITY OF CALIFORNI. BERKFI F.Y . ill: Speedy Sun Relay Race EOVd lNElClfllS Directions One student in your group will be the “model.” The model’s job is to dress in sun-safe clothes as fast as possible with the help of the team. Across the field Will be a pile of clothes. Each team member, besides the model, will take turns running to the pile, selecting one sun-safe item, and running it back to the model. The first team to have a completely SunWise model is the Winner! Q 27 A Pannership Program of the us. Environmenth Prolecrion Agency www.epa.gov/sunWIse _{ rn )> O I m 13 ‘U > C) m A Pannersnip Program of the www.epa.gov/sunWIse Speedy Sun Relay Race Estimated Time 30 minutes Suppfies A field or other open space With 20 yards of room One set of the following SunWise and non-SunWise clothes and items for each team: Long—sleeved shirt (preferably with collar) Long pants (optional) Hats (wide-brimmed, cowboy) Sunglasses Empty bottles of sunscreen, some with SPFs of 15 and higher, some with lower SPFs Umbrella (optional) Various other articles of clothing that are not sun safe, like tank tops, shorts, baseball caps, visors, etc. Note: Make sure that the clothes are large enough for each student to put on and take off easily. Learning Objective This activity will challenge students to think quickly about sun-safe behavior by selecting correct sun-safe clothes in a competitive environment. Students will learn that wearing SunWise clothes is another way to be safe in the sun, and they’ll get some exercise, too! As an assessment, have the class examine the non- Winning teams’ clothes after the race and suggest corrections. Directions Organize the class into teams of five or more and line them up at the start of the racecourse. Place the piles of clothes at the other end of the racecourse. Have each team select one student to be the SunWise model. This student will stay at the start point of the race, donning sun-safe clothes. The other team members should each take turns running to the pile of clothes, selecting one item, and running it back to the model to wear. The first team to have a completely and appropriately dressed SunWise model, and that is able to explain why the model is SunWise, is the Winner. The SunWise models should be wearing a protective hat, long-sleeved shirt, long pants (optional), and sunglasses, and be carrying a bottle of sunscreen of SPF 15 or higher. JS DEPOSITORY 0041 Ace 012007 JNIVERSITY OF CALIFORNI. BERKFI EY (D _| C U m Z _{ ‘U > CD ITI U,S..fnvirunmenrqletmfionAaency www.epa.gov/sunw15e ' Sun Science Directions The sun’s light has an effect on everything. Try these experiments to see what the sun’s effect will be over a week’s time. f Put a sheet of newspaper by the window in the direct sunlight. Put another piece in the shade. 0 Place a whole piece of fruit, such as an apple, in the sun, and another in the shade. ° Put some solid objects with interesting shapes on a piece of construction paper. You can try spelling your name with plastic letters. Leave the paper in the sun for a week, then remove the objects. Questions 1 How does the sun affect the newspaper over the course of a week? How does the sunlight affect the fruit’s decomposition? What do you see on the construction paper after a week? _{ m > O I m D ‘U )> O m ”he U. S. Environmenth Protection Agency www.epa.gov/sunwnse Sun Science Estimated Time Ten minutes to set up the experiments, one week for them to run, and 30 minutes for discussion. Suppfies Newspaper Construction paper Paper or plastic letters or other uniquely shaped objects Apple or other thick—skinned fruit Learning Objective This activity will make a mental and Visual connection for students between the damaging effects that the sun has on the experimental objects, and what the sun’s harmful UV rays can do to their own skin cells. The students will also have visual evidence of how being protected will guard against or prevent sun damage. Assess the students’ comprehension by asking them to predict the effects of the sun on their skin, eyes, and other objects over a period of time. Students should show understanding of the differences of the sun’s effects on organic versus inorganic matter. Directions Have the students place a sheet of newspaper in a sunny spot and another in the shade. Leave the paper for a week. Place an apple or other whole piece of fruit in the sun as well. Have the students place some uniquely shaped solid objects on pieces of construction paper in the sun. They can use plastic letters to spell out their names. Leave the objects out for a week. After a week, View and discuss the results of these experiments with the class. Once the students have had the opportunity to View the sun’s effect on various items, ask them to imagine how the sun affects their skin when they are exposed to its harmful rays without protection. Remind them that the fruit is made of cells just like they are. Questions and Answers ‘I How does the sun affect the newspaper over the course of a week? The newspaper left in the sun is faded /yellowed. Assess whether students make the connection between the fading of the paper, and the sun’s possible effects on their own skin. RM. 2 How does the light affect the fruit’s decomposition? The fruit in the sun decomposed faster than the fruit left in the shade. Assess whether the students comprehend that the sun’s harmful UV rays can have some of the same unhealthy effects on their own skin cells. CALIFO i FY AUG 03 2007 JNIVERSITY o; BERKF 3 What do you see on the construction paper after a week? The objects protected the portion of the paper they covered from fading. Discuss how clothing helps protect their skin from the sun. US DEPOSITORY 0041 30 The Ozone and Me Directions Label the following on the illustration of the Earth and its atmosphere: Earth Sun Stratosphere Troposphere Ozone layer Sources of ozone depleting substances (ODS) Many popular consumer products like air conditioners and refrigerators involve chlorofluorocarbons (CFCs) or halons during either manufacture or use. These chemicals damage the earth’s protective ozone layer. Cars, trucks, power plants, and factories all emit air pollution that forms ground-level ozone or smog. ~ 6'miles i- 30 miles- STUDENT PAGE 1 31 at radiates good lrleas a Drogvam In A Partnership Program of the U. 5. Environmental Protection Agency www.epa.gov/sunw159 3-5 Questions 1 What is the stratospheric ozone layer and what does it do? 8 BQVCI .LNEGFLLS 2 What causes the hole in the stratospheric ozone layer (ozone depletion)? 3 In what human-made objects are CFCs found? 4 Why are we concerned about ozone depletion? A Partnership Program of the U. 8‘ Environmental Protocfian Agency www.epa.gov/sunWIse 5 What is being done to reduce the effects of stratospheric ozone depletion? 6 What is “bad” ozone? What causes it? 7 What happens when we are exposed to UV rays? 18 02vaan 0041 HUG 91 2007 uNlVERSlTY OF CALIFORNI, BERKFI‘EY This activity is adapted from Sun Smart, published by the Anti—Cancer Council of Victoria. 32 (A) I (II LBOVd HEHOVEIJ. The Ozone and Me Estimated Time 30 minutes Learning Objective The objective of this activity is to teach students basic information about the ozone layer, the possible causes of its depletion, and how it is connected With their personal health and well-being. Assess Whether the students understand the connection between the depletion of the ozone layer and the need to protect themselves from the harmful rays of the sun. Ask them if their behavior will change once they’ ve completed the lesson and how. Directions ' Instruct the students to label the following in the 10:10 a 1 H1 tradiaies mum Mess A Pannership Program of Me U 5 Enwmnmenfal Pratecrion Agency www. epa. gov/sunwise illustration of the Earth and its atmosphere: _ Earth Sun Stratosphere Troposphere Ozone layer Sources of ozone-depleting substances (ODS) 6 miles 30 miles Sun Sources of ODSs Stratos . here Ozone La er Troposphere Earth 33 3-5 __{ m > O I m m ‘0 > C) m l\) 1 : ‘ . ' A Partnership Program at the Discussion Explain the presence of ozone in the atmosphere and discuss why ozone is good up high and bad nearby, its effects, and what measures are being taken because of ozone depletion. For more information on ozone, see the SunWisdom section of the Tool Kit. Questions and Answers 1 What is the stratospheric ozone layer and what does it do? A thin layer of naturally occurring gas in the stratosphere that protects life on Earth from the sun’s harmful UV rays. 2 What causes damage to the stratospheric ozone layer (ozone depletion)? The use of chlorofluoro- carbons (CFCs) and other chemical substances. 3 In What human-made objects are CFCs found? In refrigerators, air conditioners, foams, and solvents. 4 Why are we concerned about ozone depletion? Ozone protects us from harmful UV rays. Without ozone, these rays can easily pass through the atmosphere and reach the Earth’s surface. For each 1 percent drop in ozone levels (i.e., 1 percent increase in ozone depletion), scientists estimate about 1 percent more UVB will reach the Earth’s surface. U.S. Environmental Protection Ago www.epa.gov/sunWIse 5 What is being done to reduce the effects of stratospheric ozone depletion? Countries around the world have signed a treaty———The Montreal Protocol—promising to reduce and then eliminate use of ozone-depleting substances. 6 What is “bad” ozone? What causes it? Bad ozone is found in the troposphere and contributes to smog. High levels can make it difficult to breathe and cause eye irritation and headaches. Emissions from cars, some factories, gasoline vapors, and chemical solvents, in the presence of strong sunlight and hot weather, form bad ozone. 7 What happens When we are exposed to UV rays? Exposure to UV rays can cause sunburn, skin cancer, eye damage, immune system suppression, and premature aging of the skin. Js DEPOSITORY 0041 AUG 9;? 2007 JNIVERSITY‘ OF CALIFOR BERKFJEY M 34 CD _.' C U m Z __1 'U > 0 m UV Frisbee® Science Directions Observe the UV Frisbee as your teacher applies a variety of materials to it. Record your observations on the data chart below. Write down the color of the UV Frisbee after each material is applied to it. Use the data you have collected to answer the questions. Frisbee Color Frisbee Color (before exposure) (after exposure) material #1 material #2 material #3 Questions 1 Did the UV Frisbee change color when exposed to normal room light? Why or why not? 2 What happened to the color of the UV Frisbee in the sunlight? After five minutes? 3 What effects did the different sunscreens have on the UV Frisbee? 4 What did you note about the part of the UV Frisbee that was covered with cotton cloth? This activity is adapted from the Project LEARN module Ozone In Our Atmosphere. 35 3-5 L BOVd HEHOVEIJ. A Partnership Program on!» us. Environmental! Prorcctr‘arr Agency www.epa.gov/sunwuse UV Frisbee® Science Estimated Time 30 - 40 minutes Suppfies UV Frisbee Sunscreen (a variety of protection levels including baby oil, SPF 15, and SPF 30) 2” x 2” swatches of cloth (a variety of materials including cotton, UV blocking fabric, and “tan-through” fabric) Plastic wrap or hotel shower cap Stop watch Newspaper Masking tape and marker Learning Objective The objective of this activity is to demonstrate the effects of UV radiation and the effectiveness of different ways to block UV radiation. After completing this activity, students should be able to describe at least three ways they can protect themselves against harmful UV radiation. After the lesson, ask students Whether their behavior will change and how. (See the SunWisdom section of the Tool Kit for a list of sun safety tips.) us DEPOSITORY 0041 AUG 91 2007 . JNNERSITY OFCALIFORNL ,Baamfiv Directions Use the UV Frisbee included in the SunWise Tool Kit to show students the effects of UV radiation and the effects of different materials on blocking out UV radiation. For more information about UV radiation, please review the SunWisdom section of the Tool Kit. _' m )> O I m I] 13 > C) m m Students should watch you perform the experiment and record their observations on the data chart provided to them on the Student Page of this activity. 0 Cover the UV Frisbee with a piece of clear plastic or hotel shower cap. Apply small circles of baby oil and sunscreen (each SPF level) to the plastic covering on the UV Frisbee. Use the masking tape and marker to identify each SPF level. Cover the UV Frisbee with the newspaper and take it outside. Uncover the UV Frisbee and begin timing. The undisturbed area of the UV Frisbee will change color. The circle with SPF 0 baby oil will change color, but the circle with SPF 15 and above will not change color. Return to your classroom and remove the plastic with the sunscreen. . . - g— ’ ‘_. I _. — : ;— . ‘- stgx . 9‘ g) -, -,- - A d program 71ml radiates 110ml meas A Pannership Pragram of the us, Enwmnmemql Protection Agency www.epa.gov/sunw:se Tape the different swatches of fabric to the UV Frisbee. Use the masking tape and marker to identify each fabric. Cover the UV Frisbee with the newspaper and take it outside. Uncover the UV Frisbee and begin timing. The undisturbed area of the UV Frisbee will change color from clear to purple. The area underneath the UV blocking fabric should not change color. Other fabrics will filter out a portion of UV depending on the density of the fabric. Return to your classroom and remove the fabric swatches. Supplemental activity: Do similar activity using sunglasses on the frisbee. 37 JS DEPOSITORY 0041 AUG 0 1 2007 JNIVERSITY OF CALIFORNL BERKF! EY (D _1 C O m 2 ._1 “U > C) m A H M * radiates * . . A Partnership Program a! the U5. Environmenral Promotion Agency www.epa.gov/sunwise Map a SunWise Town Directions You are a civil engineer and your job is to design a new SunWise town. Your SunWise town will need to have everything other towns need, such as a fire station, shopping mall, post office, gas station, school, and parks. Draw a map of your town. You’ll want to provide plenty of shade for the town’s residents to help them avoid overexposure to the sun’s harmful UV rays. Pay attention to areas like the town square and public swimming pool. How can challenging areas like these be made sun safe? Don’t forget the trees! Also, mark all the locations where your town’s residents can help themselves be SunWise. This “includes stores where they can buy sunscreen, 7 :ha’ts, sunglasses, and other sun safety ‘ 1' ' ,nécessities. Create a legend for your map. Vocabulary Words Civil Engineer — An engineer trained in the design and construction of public works. Legend — The part of a map that explains the symbols used on the map. Questions 1 Where are the most SunWise areas in your town? 2 What are the best places to be a SunWise shopper? 39 _{ m > O I m I) '0 )> C) m US. Environmental Pmlecn'on Agency www.epa.g0v/sunwnse Map a SunWise Town Estimated Time 40 — 50 minutes Suppfles Colored pens and pencils Ruler Paper or poster board Learning Objective This activity allows students to evaluate sun protection on a larger scale. It will help students visualize the connection between their environment and sun-safe behavior. Ask students to think about where they spend time outdoors and if those places are SunWise. Assess student comprehension by having the class write a paragraph comparing areas in their neighborhoods to the same areas in the towns they’ve mapped. How are they different? How could their towns be made more sun safe? Physical Education Variation: Have students walk and map their school to determine areas where additional shade would be beneficial in terms of trees and shade structures (requires paper, pen, and surface to write on). This activity can also be coordinated with other content areas (e.g., science and social studies for environmental impact and improvements to the Directions Tell the class that they are civil engineers whose job is to design new SunWise towns. Their towns will need to have everything other towns need—a fire station, shopping mall, post office, gas station, school, and parks, for example. The students will draw a map of their town. They should provide shade to help residents avoid overex— posure to the sun’s harmful UV rays. They will mark all the locations where residents can help themselves be SunWise. The students will then create legends for their maps. Questions 1 Where are the most SunWise areas in your town? Answers will vary. 2 What are the best places to be a SunWi'glg DEPOSlTORY 0041 sho er? Answers will va . ' pp ry AUG 9.12007 JNIVERSITY or: CAu'FoRNL BERKFI EY community). It can also be structured as a student service learning project where students could coordinate a fundraising activity to purchase trees and/or erect a shade structure. Groups can also split up, with each member responsible for identifying at least two areas that would benefit from shade. 4O 3- 39Vd INEJGFLLS A Pannershr‘p Program of the us. Enwronmema/ Protection Agency www.epa.gov/sunWIse Be a SunWise Traveler Directions You are planning a trip. Use maps, a world globe, and Web sites to research your assignment and answer the questions below. Share your findings with your class. Vocabulary Word Mean — The average value of a set of numbers. A mathematical value that is intermediate between other values. Activities and Questions 1 Using a world map or globe, identify where you live. 2 Using the world map or globe, identify where you would like to visit. Why would you like to visit I _ this location? What time of year would you like your Visit to occur? . ‘3 Using the UV Index maps located on the EPA SunWise Web site, WWW.epa.g0V/sunW1'se/ educat0r_resources.html, identify what the UV Index mean (average) is where you live at this time of the year. ‘ Using the UV Index maps located on the EPA SunWise Web site, WWW.epa.g0V/sunWise/ educat0r_resources.htm1, identify What the UV Index mean (average) is where you would like to Visit and at the time of year your visit would occur. What do you notice about your local UV Index in comparison to the UV Index at the location and time you want to visit? Are there similarities and differences? Why? What SunWise action steps should you take when Visiting your destination? 41 3-5 _{ m )> O I m I) "U > C) m A Partnership Program a! me U.S. Environmental Protection A www.epa.gov/sunmse Be a SunWise Traveler Estimated Time 45-60 minutes (students may work individually or in small groups) Suppfies Maps of the United States and the world Computers with Internet access Action Steps for Sun Protection (see Sun Wisdom section) Learning Objective This activity gives students the opportunity to learn about how people all over the world need to protect themselves from the sun’s harmful UV rays. It will help students make connections and comparisons between their local environment and sun-safe behaviors they practice when Visiting other parts of the world. Background/Talking Points People often travel or vacation to locations with extreme UV intensity, especially in comparison to the UV intensity at that time of year in the traveler’s city or town. Additionally, travelers may not realize how intense the sun is at that time of year and may not adequately prepare for the UV radiation that they are exposed to, resulting in severe sunburns. Studies have shown that as much as 88 percent of sunburns in children occur during sunny vacations. A serious potential problem surfaces when you combine this information with the fact that sunburn is a risk factor for skin cancer. By raising awareness of the dangers specifically associated with travel/vacations to UV intense destinations, our goal is to decrease the number of sunburns children and their caregivers receive. In addition: 0 UV rays are reflected by snow, sand, water, and pavement. Fresh snow may reflect up to 80 percent of the incident UV radiation. This is important at higher altitudes and latitudes. Sand and water also reflect up to 25 percent and 5 percent of UV radiation, respectively, and can increase UV exposure at the beach. ' The closer you get to the equator, the more intense the UV rays. This occurs because the sun is more directly overhead, causing a shorter distance for the sun’s rays to travel through the atmosphere, and there is naturally less ozone in the stratosphere in the tropics. 0 The higher in altitude you go, the more intense the A . 3 UV rays become because there is less atmosphere for the UV to travel through. US DEPOSlTORY 0041 AUG 9152007 . JNNERSITY OF GAUFORNL 42 BERKFI EY 3. _‘| m > O I m D T] > C) m m A Partnership Program or the us Envirollmen 'leIecu'q www.epa.gov/sunw1se " Directions Engage students by asking them if they have a place in mind that they would like to travel to someday. Or ask them if they have a friend or relative that lives far away from them (be cognizant of students that may have family in the military) that they might like to Visit. Have students identify the place they would like to visit along with the time of year they would like to do this traveling. Students will identify the UV Index mean (average), both where they live and at the place they would like to visit, then make a connection or comparison of the two locations. They will then identify SunWise action steps they should take when visiting their choice of destinations. Instruct students to respond to the activities and questions individually or in pairs. Then, have them share their findings with the class. Student Activities and Questions Answers should reflect students’ research on their location. 1 Using a world map or globe, identify where you live. 2 Using the world map or globe, identify where you would like to visit. Why would you like to Visit this location? What time of year would you like your visit to occur? 3 Using the UV Index maps located on the EPA SunWise Web site, www.epa.gov/sunwise/ educator_resources.html, identify What the UV Index mean (average) is where you live at this time of the year. 4 Using the UV Index maps located on the EPA SunWise Web site, www.cpagov/sunwise/ educator_resources.html, identify what the UV Index mean (average) is where you would like to visit and at the time of year your Visit would occur. 5 What do you notice about your local UV Index in comparison to the UV Index at the location and time you want to visit? Are there similarities and differences? Why? What SunWise action steps should you take when Visiting your destination? Resources to Learn More About Your Destination and SunWise Practices www. weather. com / activities / health / skin www. intellicast. com www. weatherbase. com www.cpa.gov / sunwise / actionsteps.html For full page maps, please see the UV Index maps located at www.epa.gov / sunwise /educator__ resourceshtml. 43 JS neposrroav 0041 AUG 011007 JNWERSITY OF OAUFORNL BERKEI EY 3-5 (/3 _{ C U m Z .4 ‘U > Q [TI U.S. Environmental Protection Agency www.epa.gov/sunmse Sunny Crossword Supplemental Directions Answer the questions and fill in the crossword puzzle with the answers. 1 12 13 15 Across The right type of these will block almost 100 percent of the UV radiation that can cause damage to your eyes. Small, brownish spots on the skin that can increase in number with exposure to sunlight. EPA school program that promotes sun safety. A —brimmed hat will protect your face, neck, and ears. The most serious form of skin cancer. are most at risk for overexposure to UV radiation because their young skin is thinner and more easily damaged. U V is an acronym for If your is shorter than you are when you’re outside, it’s time to seek shade. Everyone is affected by UV radiation. Skin color doesn’t exclude anyone from its effects, but if you have __ skin you are at higher risk for skin cancer. 3-5 (1) _{ C U m Z _‘ U ]> Q m [\D A Pannersnip Program a! the US. Environmental Protection A www.epa,gov/sunWIse Sunny Crossword continued Down 1 Use this with at least SPF 15, and apply properly to protect against skin damage. 2 The time the sun is at its highest, which 'means its rays have less distance to travel through the atmosphere and the intensity is greatest. 3 Initials for sun protection factor. 5 Abbreviation for chlorofluorocarbon, one of the chemicals that destroys the fragile ozone layer. 7 The sun’s rays are stronger at high altitudes and closer to the 8 Overexposure to the sun can cause skin cancer, eye damage, and 10 11 12 13 14 Eye damage that occurs when there is a loss of transparency in the lens, which clouds your vision. It is UV , not the warmth or the brightness of the sun, that causes damage to our skin. This type of radiation is not absorbed by the ozone layer and can cause a lot of damage to our bodies. You can find protection from the sun’s UV rays under the of trees and umbrellas. A gas found in two layers of the atmosphere with the same chemical structure; it is bad at ground level and good high above the earth. JS DEPOSITORY 0041 _AUG 9:? 2007 JNIVERSITY OF CAUFORNI. BERKFI- EY 46 # @35 Sunny Crossword A ‘ ram that radiates goot (m m w Progra of the U S Enwonmenia/ Prerecnon www.epa‘gov/sunwxse Rafi/- 3-5 _{ m > O I m m 'o > C) m U. s. Environmeneql Protection Agency www.epa.gov/sunw1se Sunny Crossword Supplemental Estimated Time 10 — 15 minutes Directions This activity promotes the idea of protection from overexposure to the sun. Students Will learn about the adverse health effects of UV radiation and how to avoid them. Clues and Answers Across 1 1O 12 13 15 JS DEPOSITORY 0041 AUG 01 2007 JNIVERSITY OF CALIFORNI, BERKFI EY The right type of these will block almost 100 percent of the UV radiation that can cause damage to your eyes. (Sunglasses) Small, brownish spots on the skin that can increase in number with exposure to sunlight. (Freckles) EPA school program that promotes sun safety. (SunWise) A -brimmed hat will protect your face, neck, and ears. (Wide) The most serious form of skin cancer. (Melanoma) are most at risk for overexposure to UV radiation because their young skin is thinner and more easily damaged. (Children) UV is an acronym for . (Ultraviolet) If your is shorter than you are when you’re outside, it’s time to seek shade. (Shadow) Everyone is affected by UV radiation. Skin color doesn’t exclude anyone from its effects, but if you have skin you are at higher risk for skin cancer. (Fair) 48 _._{ m > O I m IJ ‘U )> C) m to APamrorsnip varamolmeus. EnvimnnnntqlPMccfionAoamy www.9pa.govlsunwnse SunWise Crossword continued Down 1 Use this with at least SPF 15, and apply properly to protect against skin damage. (Sunscreen) ‘ ' 2 The time the sun is at its highest, which means its rays have less distance to travel through the atmosphere and the intensity is greatest. (Noon) 3 Initials for sun protection factor. (SPF) 5 Abbreviation for chlorofluorocarbon, one of the chemicals that destroys the fragile ozone layer. (CFC) 7 The sun’s rays are stronger at high altitudes and closer to the . (Equator) 8 Overexposure to the sun can cause skin cancer, eye damage, and . (Wrinkles) 1O 11 12 13 14 Eye damage that occurs when there is a loss of transparency in the lens, which clouds your vision. (Cataracts) It is UV , not the warmth or the brightness of the sun, that causes damage to our skin. (Radiation) ' This type of radiation is not absorbed by the ozone layer and can cause a lot of damage to our bodies. (UVA) You can find protection from the sun’s UV rays under the of trees and umbrellas. (Shade) A gas found in two layers of the atmosphere with the same chemical structure; it is bad at ground level and good high above the earth. (Ozone) 49 Sunny Crossword s DEPOSITORY 0041 AUG 0’? 2007 IVERSITY OF CAUFOR NL s E RI K E L H K mc T R CTS SCF E E L R A O gs 4F M I E O V S N A S E AT R w A S L T MO ONE L I E L D G w 9M mu A R N ON H I u u as ADE ls Ns EE 5F BERKFI EY 5O gram 0! [he U Enwmnme www epagov/sun CD _{ C U m Z _{ U > 0 IT! APammsnip Program mucus EnvimnmartqlelacfianAaomy www.epa.gov/sunwnse WordWise Supplemental Directions Be WordWise! Look up each of the following words in the dictionary and write the definitions. Then create a sentence for each word. Make sure the reader can understand what the word means in the sentence. For example, if the word is “sunscreen,” a sentence like, “I bought sunscreen at the store” does not help the reader understand what sunscreen is. However, a sentence like, “I applied sunscreen on my skin before I went outside to play, so that I wouldn’t get a sunburn” helps the reader know the sunscreen is some kind of protection from the sun that you put on your skin. Sun Solar Epidermis Ultraviolet Radiation Suntan Intensity Atmosphere Ozone Ozone Layer Pigment Melanoma 51 _i m )> O I m D U > (I) m A Partnership Program 0! the WordWise Supplemental Estimated Time 45 — 50 minutes Suppfles Dictionary Directions The students should define each of the words and then use them in a sentence that somehow expresses the meaning of the word. Sun — A star of medium brightness, around which the earth revolves. The sun provides the earth with its light and heat from 93 million miles away. Solar — Of or relating to the sun; caused or produced by the action of the sun’s light. Epidermis — The outer layer of the skin of a vertebrate animal. Ultraviolet Radiation — Radiation with a wavelength too small to be visible to the naked eye. Suntan — Browning of the skin’s pigment, caused by damage from exposure to the sun’s UV rays. A s radiates n us. Environmental Protection Agency www.epa,gov/sunwise Intensity — Strength, power, or energy. Atmosphere — The whole mass of air and other gases surrounding the earth. Ozone — A gas that forms in the atmosphere when three atoms of oxygen are combined. It can be good or bad depending on its location. Ozone Layer — A layer in the stratosphere, which is located 6-30 miles above the earth’s surface. It protects people from the damaging effects of the sun’s rays by absorbing some UV radiation. Pigment — Coloring material in the skin cells of plants and animals. Melanoma — A usually malignant tumor containing dark pigment; a type of skin cancer. Additional Activities Using the words they defined, have students create . A short story for a younger audience ° A four—eight frame comic strip US DEPOSITORY 0041 AUG 9 1 2007 JNIVERSITY OF CALIFORNI. BERKFI EY m I SE CD _4 C U [Tl Z .4 U > O [T] A .s wmzhlw Hum radiates wwl mun A Partnership Program 0! the U s Enwronmsnfal Protecllon Agency www.epa.gov/sunWIse A Sunny Performance Directions Use creativity, imagination, and artistic abilities to write a song, commercial, public service announcement (PSA), skit, or one-act play about being sun safe. Decide which medium you want to use. Brainstorm ideas for your project and determine the kind of message you want to relay. Ideas may include the following: the health effects of overexposure to the sun; sun protection methods—like using sunscreen with SPF 15+ or wearing a long-sleeved shirt; the UV Index; places where you need to be extra careful; the ozone layer; and the seasons. Visit the SunWise Web site, www.epa.gov/sunwise, and discover what you can do to protect yourself from the sun’s harmful UV rays. After you complete your project, present or perform your finished product for your class. You may even be able to make a tape recording or a Video! Vocabulary i9: “ PublioServ‘ice Announcement (PSA) — A brief announcement‘distributed by television, radio, or print media that relays an educational and/or social message to the general public. f can _1 [TI > O I m I) T] )> O m A .1 {Wm}! \‘l H? II radiates MM“! \ A Partnership Program a! Me U S Envrronmental Protection Agency wwwepagov/sunwise A Sunny Performance Estimated Time 50 — 60 minutes Suppfies Information on sun safety (from the Internet, fact sheets in the SunWisdom section, etc.) Tape recorder and/or Video camera (optional) Learning Objective The aim of this activity is for students to learn various ways to protect themselves from overexposure to the sun’s harmful UV rays. By researching ideas for their performance, the students will become familiar with sun safety messages. Assess if they have learned about the steps to be sun safe by having each group evaluate the effectiveness of the other students’ projects. Use the following questions to guide a discussion: What was this group’s message? Were they convincing? What will you do differently now to be sun safe? Directions Assign groups to collaborate on the production of a song, commercial, public service announcement (PSA), skit, or one-act play with a sun safety message. Before the students begin, have a brief class discussion about the health effects of overexposure to the sun, sun ' protection, the UV Index, places where you need to be} extra careful, the ozone layer, and the seasons. Also, tell them to think of other PSAs, commercials, or advertisements that have been particularly effective (anti-smoking, anti—Violence, etc.). First, the groups will choose a presentation medium and then brainstorm ideas for the message they would like to relay. The students can visit the SunWise Web site, or you can copy fact sheets from the SunWisdom section of this Tool Kit. When the students have finished developing and rehearsing their project, have them present it to the rest of the class. If the tools are available, tape record or make a video of their performances. as DEPOSITORY 0041 AUG 0 l 2007 «w :RSITY OF CALIFORNL BERKFI EY U) A C U [T] Z _+ U > C3 m A . Hm' w, {mt radiates mm: A Pannersh/p Program or the U S Enwronmemq/ Protectlon Agency www,epa.gov/sunW|se SunWise Show Directions You know the importance of being safe in the sun and the dangers of overexposure to the sun’s harmful rays, but some younger children in your local elementary school may not. Help them learn about being SunWise by creating a ShOW. First, make a list of all the important SunWise rules. Using the list, write a simple script for your show. The script should point out why it’s important to be SunWise. Create the props for your show. You can make puppets out of old socks. A cardboard box or similar item can serve as a stage. Remember your audience is young children, so develop the script accordingly. Once your script and props are ready, rehearse your show. Perform your production for a younger class. Questions 1 Why is it important to be SunWise? 2 How can children be SunWise? _' m > O I m 33 .0 21> O m A :[erul'm !’ ‘l' radiates 1w mi Mr ‘1‘ A Partnership Program 0! the US. Environmental Protect/on Agency www.epa.gov/sunwise SunWise Show (This activity can also be done using PowerPoint.) Estimated Time 2-3 class periods Suppfies Socks Glue Decorations for puppets, including buttons, beads and pom—poms for eyes and noses Bottle caps and jar lids make hats, eyes, or ears Cardboard box for a stage Construction paper to decorate the stage Computer with PowerPoint (optional) 7 Learning Objective This activity will give students an opportunity to play the role of SunWise instructor, while at the same time encouraging them to brush up on their own sun safety knowledge. It will also educate younger children about sun safety. Review SunWise concepts with the class before they begin work on their production. Directions Divide the class into groups. Each group will write a script for a SunWise show that will be presented to a younger class. The script should stress the importance of being safe in the sun and how the audience can be SunWise. Next, if necessary, each group will create props for its show. Puppets can be made out of socks and other decorations. Have materials available for students to create props that are sun safe, like hats with a wide brim and sunglasses. Stages can be fashioned from cardboard boxes and decorated with construction paper. Be available to answer students’ questions if you use a PowerPoint show. Once the groups have completed scripts and props, they should rehearse their productions before presenting to a younger class. Questions and Answers 1 Why is it important to be SunWise? Being safe in the sun means avoiding overexposure to the sun’s harmful UV rays, which can cause skin cancer and other health problems. 2 How can children be SunWise? Being SunWise involves wearing a sun-safe hat, broad-spectrum sunscreen with a Sun Protection Factor (SPF) of 15 or higher, and sunglasses; seeking shade whenever possible; and limiting time in the midday (10:00 am. - 4:00 p.m.) sun, etc. Additional Resources PowerPoint http:/ / office. microsoft. com / en-us / powerpoint / default. aspx JS DEPOSITORY 0041 mu 9 i 2007 JNWERSITY OF CALIFORNL 4 BERKFI EY CD _+ C U m Z ._{ 13 > C) m . l l l . . A Fame/ship Flag/am 0/019 U. S. Enwmnmenlql Protection Agency www epa.gov/sunw13e Sun Scoop Directions Use a video camera, tape recorder, or pencil and paper to develop a news story. Story angles could include: the health effects of overexposure to the sun, sun protection, or how the UV Index works. First, gather the facts (who, what, when, where, why, and how) using resources such as the Internet, encyclopedias, or your local newspaper. Interview an expert. This could be a science teacher, nurse, or local weather forecaster. Write a lead and the rest of the story. As a guide, answer the three questions below. Be prepared to share your news story with your class. Talk with the editor of your school or local paper about printing the news story. Ask your teacher or principal if you can read it over the PA system during morning announcements. !' 1 ill"- Vocabulary Words Story Angle — The topic or approach to a news story. Who, What, When, Where, Why, and How — Questions that form the basic building blocks of any news story. A story might answer some or all of these questions. Lead — The most important part of the story. The lead is always the first paragraph and it answers some of the Who, What, When, Where, Why, and How questions. Questions 1 What questions will you ask the expert? 2 What is the most important part—or lead—of your story? 3 Of the facts gathered, which ones should be included in your story? _{ m )> O I m 11 ‘o )> C) m A Partnership Program a! the us. Enwmnmenta/ Prolechan Agency www.epa.gov/sunWIse Sun Scoop Estimated Time 30 — 60 minutes Suppfies Video camera (optional) Tape recorder (optional) Paper and pencils Research materials (encyclopedias, newspapers, or computer with Internet access) Learning Objective This activity uses journalism to raise awareness about the science and risk of overexposure to the sun’s harmful UV rays and ways to be sun safe. Assess what students have learned by asking them to include the following in their story: at least three ways to be sun safe; the effects of ignoring these precautionary measures; and some background information about the sun and UV radiation. Directions Assign each student, or group of students, a story angle. If possible, arrange for a science teacher, nurse, or local weather forecaster to come to your classroom. Let the students interview the “expert.” Have the students respond to the questions below as a class and then write their stories individually or in groups. Questions and Answers 1 What questions will you ask the expert? Students should list 3—5 questions. 2 What is the most important part—or lead—of your story? Students should select one fact as the lead. 3 Of the facts gathered, which ones should be included in your story? Students should list the other facts they will include in their story. Additional Resources www.nespa.org The National Elementary Schools Press Association. www. nytimes. com / learning / teachers /NIE / index.html The New York Times Newspaper In Education (N.I.E.) program. JS DEPOSiTORY 0041 AUG 0 i 2007 JNIVERSITY 0F CALIFORNI. BERKFI EY 6 CD .4 C U m Z .4 U > 0 FT‘I .1 w w ‘ . .2 A Penna/ship Program a! the U S Envrronmenla/ Praiecnon Agency www.epa.gov/sunWIse SunWise Virtual Vacation Directions People all over the world enjoy the sun in very different ways. Some may enjoy the beach, while others may take hiking trips in the mountains. No matter where you go, it is important to be SunWise. Plan a class trip, and make sure you have everything you need to protect yourself from overexposure to the sun’s harmful UV rays. Pick a location and use the suggested Web sites to help answer questions about it. Write a letter to your classmates and tell them about your trip and what you have learned. Be sure to give your classmates tips on how to be SunWise. Use the ten questions below as a guide for your letter. Read your letter to the class. Have fun on your trip! The Internet has many “vacation” sites. You’ll do some extensive research and discover many things about different people, their countries, and the sun. Some suggested vacation spots: Galapagos www.lammerlaw.com Jordan www. mota.g0v. jo/TOPI CS.H TM Puerto Rico welcome. top uertorico. org India www.tourisminindia.com Guam www. visitguam.org Ireland www. ireland. travel. ie Sinai, Egypt www. interknowledge. com/egypt/sinai Other resources to help you pick a place to visit: www.geographia.com www.yahooligans.com/Around_the_W0rld/ Countries www. nationalgeographic.com/kids Resources to learn about your vacation spot and SunWise practices: CD _{ C U [TI Z _{ Tl > 0 [TI [\3 www.weather.com/ www.intellicast.com/Travel/ www.weatherbase.com/ www.epa.g0v/sunwise/actionsteps.html Questions 1 How are you going to protect your skin and eyes while on your vacation? 2 What did you do on your trip? 3 What did you pack for your trip? 4 What do people in the country (or state) do for recreation? Where do they vacation? A l: x n 1 " radiates 2 i A Pannersmp Program of the U S Enwmnmenta/ Prolecnan Agency www‘epagov/sunwise 5 What kind of outdoor activities do they like? 6 What is the climate like? What is the country’s/state’s environment? 7 How do the local people stay cool/warm? 8 What kinds of clothes do people wear? 9 What type of houses do people live in? 10 How do people protect their skin and eyes? JS DEPOSITORY 0041 AUG 0 l 2007 JNIVERSITY OF CALIFORNL 8 BERKFI FY 9‘. m, _' m > O I m :3 “o )> C) m A A D" vllfl'” w‘“.:' radiates le : ‘1 z» .1: A Pannershlp Program or the US Enwronmental Protection Agency www.epa.gov/$unwise . . l. SunWise Virtual Vacation Estimated Time 45 minutes Learning Objectives This activity gives students the opportunity to learn about different cultures, develop Internet research skills, and think about their interaction with the sun during recreational activities. It may alert them to the risks associated with these activities. Assess what they have learned about these risks by making sure they include sun safety tips for their classmates in the letter they compose. Directions Divide the students into small groups suitable for your classroom size and setup. Discuss possible “vacation” spots they would like to Visit. Have each group pick a location and use the suggested Web sites to research the answers to the questions. You may want to develop a list of possible sites and make sure there are no duplicate locations. Students will compose a letter to their classmates that includes the answers to the questions. The groups will then share their letter with the class. Some suggested vacation spots: Galapagos www.lammerlaw.com Jordan www. mota.gov.jo / TOPICSHTM Puerto Rico Welcome. toPuertoRico. org India www. tourtsmzmndza. com Guam www. vtsztguamcom Ireland www. ireland. travel. ie Sinai, Egypt www. interknowledge. com / egypt / sinai Other resources to help you pick a place to visit: www.geographia. com www.yahooligans.com /Ar0und_the_World / Countries www. nationalgeographic.com / adventure Physical Education and Social Studies Variation: After choosing your vacation location, have students try or demonstrate the native sports and activities of that country. This activity can be coordinated with social studies lessons or an all-school cultural event. Try bocce ball, petanque, speedaway, rugby, badminton, croquet, or soccer, or make up your own versions of rugby, lacrosse, and games that will be new to participants and age appropriate. You can even dress in the country's native clothing or discuss how citizens in these countries protect their skin. This event might also be used as an outreach vehicle to include parents or community members who have experience with activities native to other countries. 6-8 . _.1 m > O I m D 'U )> Q m M A .1 " :' radiates :‘ v , g A Pannershrp Program a! Inc US. Environmental Protection Agency www.epa.gov/sunwise Resources to learn about your vacation spot and SunWise practices: www. weather. com / www.intellicast.com / Travel/ www. weatherbase.com / www.cpagov / sunwise / actionsteps.html Students should answer the following questions in their letter to the class. Questions Answers to questions 2-9 should reflect students’ research on their location. 1 How are you going to protect your skin and eyes While on your vacation? Use sunscreen, wear sunglasses, seek shade, etc. 2 What did you do on your trip? 3 What did you pack for your trip? 4 What do people in the country/state do for recreation? Where do they vacation? What kinds of outdoor activities do they like? 6 What is the climate like? What is the country’s/state’s environment? 7 How do the local people stay cool/warm? 8 What kinds of clothes do people wear? 9 What types of houses do people live in? 10 How do people protect their skin and eyes? Answers should reflect students’ research on their location and include precautionary actions such as using sunscreen, wearing sunglasses, limiting time in the midday sun, etc. )8 DEPOSITORY 0041 flux) 012007 JNNERSlTY 0F CALIFORNI. BERKFI FY 1O ‘P 3E (D _1 C U m Z .4 .0 > C) m A .<.:':.~1'.‘.' 7‘ .1: radiales '1. m: .w .: A Partnership Program 0/ (he U S. Enwmnmenraf Plorecnon Agency www.epa,g0v/sunwise Sun Mythology Directions Read the sun myth “Odhinn, One-Eyed Warrior” for inspiration, and then write your own original sunvmyth. Be creative. Your sun myth may focus on a fictitious or actual cultural group or figure. “Odhinn, One-Eyed Warrior” ‘ Odhinn is a Norse sun God. Odhinn is also known as Woden. The Germanic word “wuten” means “to rage.” Befitting a lord of the sun, Odhinn is often depicted dressed as a warrior. His armor is forged in the sacred metal of solar deities. He wears a chest-plate of pure gold. On his head is a golden-horned helmet. His weapon is the golden spear forged magically by dwarfs and he rides an' eight-legged horse across the sky. As a warrior lord, Odhinn is served by the . Valkyries, warrior maids who participate in every Earthly battle and determine its outcome. Odhinn , is also the inspiration behind the famed berserker's, warriors crazed with the fury of the battle. The sun God has one eye. It is said that he gave the other eye for the gift of magic mead, a drink of poetic inspiration and knowledge. Odhinn plucked his eye from its socket and dropped it into the well of Mimir so he could drink from the magic waters and gain infinite Wisdom. The great inspiration of the enchanted well had a powerful effect on the warrior. He became known as a great healer and as the God of Poetry. Still, he retained his position as the sun God, and in his battle fury, he was known as the One-Eyed Warrior. To start writing your own sun myth, answer the following questions: 1. During what period of time does your sun myth take place? 2. Where does your sun myth take place? 3. In your sun myth, who are the main character(s)? 4. What powers does your main character(s) have? 5. What effect or change has your character(s) made? ‘ Adapted from the book Sun Lore-Folktales and Sagas from Around the World by Gwydion O’Hara 11 01 I Q 39Vd HEHOVEi A Partnership Program or [he as Environmental Protection A www.epa.gov/sunWIse Sun Mythology Estimated Time 30 — 45 minutes Suppfles Sun myth texts listed below or others you discover on your own. Krupp, Dr. E.C. Beyond the Blue Horizon: Myths and Legends of the Sun, Moon, Stars, and Planets. 1992. McDermott, Gerald. Arrow to the Sun: A Pueblo Indian Tale. 1974. O’Hara, Gwydion. Sun Lore. 1997. St Rain, Tedd. Ed. Sun Lore ofAll Ages: A Survey of Solar Mythology, Folklore, Customs, Worship, Festivals, and Superstition. 1999. Luomala, Katharine. Oceanic, American Indian and African Myths of the Snaring Sun. 1988. www.windows.ucar.edu Learning Objective The students will learn that people from all over the world have different stories about the sun. Before reading the story, ask students what they know about the sun; for example, its location in our galaxy; its life as a star; and its importance to the ecosystem of our planet. Write their ideas on the board. JS DEPOSIT. 00‘ no.) 9 ”l 2007 JNIVERSITY OF CALIFORNI. After reading the story, assess what studenEERKFl EY learned by comparing their own knowledge about the sun with that of other ancient cultures (the Norse, for example). Directions Use the example myth on the Student Page or other sun myth texts as a catalyst for a classroom discussion about the many cultures that have myths and folklore associated with the sun. Read one or two sun myths aloud or make photocopies of additional texts for silent reading. Instruct your students to write their own sun myth. To get them started, have them answer the questions listed after the reading. Encourage students to use descriptive and colorful language. Their myths should focus either on a fictitious or actual cultural group or figure. Once your students complete their assignment, have volunteers read their myths aloud to their classmates. After sharing a number of original sun myths, engage students in a discussion about the importance of the sun as a powerful energy supply and a source of life on Earth. Discussion Why do so many cultures, past and present, revere the sun? Possible answers include: In ancient times, people were afraid of the sun because they did not understand its motion across the sky; the sun is a producer of crops, and as such, they consider the sun a generous god; scientists study the sun as an example of a medium- sized Class III star that is merely one of 200-300 billion in this galaxy alone, but sustains all life on earth. 1 2 CD _{ C U m 2 _+ 73 > 0 [TI (l [l ' ‘7 l}! A Farmers/up Program orme www.epa.gov/sunWIse "' J ‘llL‘liL U S Enwronmenra] Fmrecnon Agency Sunsational Scientists in History Directions Research and write short paragraphs about these topics: Ptolemy Geocentrism Heliocentrism Nicolas Copernicus Galileo Galilei Find a correlation between the words and people. Discuss your findings with the class to piece the history together. Draw a picture or write a short story about how you believe the world would be different if we still thought the sun revolved around the Earth. Questions 1 Pretend you are Ptolemy, Copernicus, or Galileo and write a journal entry about your beliefs, how people are treating you, and what you think the world will be like in the future. What if scientists had not discovered the adverse effects of overexposure to UV rays? What do you think would be different about how we plan our trips to the beach and other outdoor activities? Would sunscreen have been invented? Would people always burn when outside? 13 6-8 . _{ m )> O I m I) 13 )> CD m . A .1 n'swwi "_:‘ radiates iv) ‘1 A Partnership Program or the U.S Enwmnmenlal Prolecnon Agency www.epa.gov/sunwise Sunsational Scientists in History Estimated Time 30 — 45 minutes Suppfles Access to the school library and/or the Internet Learning Objective Through this investigation, the students will learn about the scientists and societal beliefs that contributed to the information we now know about the sun. Use the questions to assess correlations the students have made from their research. Directions Take your class to the library to do research on the astronomical history of the sun. Students will research and write short paragraphs about these topics: Ptolemy Geocentrism Heliocentrism Nicolas Copernicus Galileo Galilei Students should be able to see the correlation between the topics. Discuss the findings with the class and piece the history together. What is the correlation? Ptolemy, believed to have lived between AD 100-170, was a famous astronomer and mathematician, even though most of his theories were later proven incorrect. His theories formed the foundation for future astronomers and mathematicians. His theories dominated the scientific field until the 16th century. He considered the Earth as the center of the universe (geocentrism). Nicolas Copernicus was a Polish astronomer who lived between 1473-1543. Before his time, people believed in the Ptolemaic (named after the Greek astronomer Ptolemy) model of the solar system. This model showed that the Earth was the center of the universe, but it did not work well enough to predict the positions of the planets. In 1543, Copernicus started a scientific revolution when he published a theory called heliocentrism, which stated that all the planets, including Earth, revolved around the sun. Galileo Galilei was an Italian astronomer and physicist who lived between 1564-1642. He challenged ancient beliefs that heavenly bodies, like stars and planets, were divine and therefore perfect. In 1609, Galileo became the first person to use a telescope to look at the universe. He discovered sunspots, craters, and peaks in Earth’s moon. After his great discoveries, he published a book about sunspots and discussed Ptolemaic and Copernican theories. JS DEPOSITORY 0041 AUG 0112007 JNIVERSITY OF CALIFORNI. BERk‘FrEv 14 a. I i _{ m )> O I m D T) > C) m [\3 . A .1 zw'mm 1 " Mai radiates H w :~ A Partnersh/p Plug/am of the U S. Enwmnmenfa/ Protection Agency www.epa gov/sunwise Questions and Answers 1 Pretend you are Ptolemy, Copernicus, or Galileo and write a journal entry about your beliefs, how people are treating you, and what you think the world will be like in the future. What if scientists didn’t discover the adverse effects of overexposure to the sun’s UV rays? What do you think would be different about how we plan our trips to the beach and other outdoor activities? Would sunscreen have been invented? Would people always burn when outside? Additional Resources www. windows. ucar. edu Enter site, click History & People, then click Renaissance. www.yah00ligans.com You can look up the people and words using this search engine. 15 JS DEPOSITORY 0041 AUG 01200-7 JNIVERSITY OF CALIFORNL BERKFI EY U) .4 C U m 2 ._{ U > O m www.epa.gov/sunWIse The Sun Shines Around the World Directions Use encyclopedias, periodicals, Internet, or books to research your assigned country and answer the questions below. Be prepared to share your findings with your classmates. Questions 1 What is the name of the country you researched? 2 On what continent is the country? 3 What countries or physical features border the country? In what types of houses do the people of this country live? Of what are the houses made? How do the houses help the people of this country protect themselves from the sun? What kinds of clothes do the people of this country wear? Describe a few customs that people in this country have that protect them from the sun. What are at least three differences between your state and the country you researched? 17 6-8 _{ m > O I m 13 13 )> O m A Partners/up Program of the U s Enwonmentaj Proteclion Agency www.epa.gov/sunw13e The Sun Shines Around the World Estimated Time 20 — 45 minutes Suppfies Map of the world (for display) Research materials (encyclopedias, travel or geography magazines, or computers with Internet access) Learning Objective This activity will teach students about a variety of ways people all over the world protect themselves from overexposure to the sun’s harmful UV rays. After completing the activity, students should be able to describe different ways individuals from the country researched practice sun safety. Directions Assign a student or pair of students to research a country. Instruct the students to use the questions below as a guide. Questions and Answers Answers should match the country researched. 1 2 What is the name of the country you researched? On what continent is the country? What countries or physical features border the country? Student should name bordering countries, bodies of water, etc. In what types of houses do the people of this country live? Of what are the houses made? How do the houses help the people of this country protect themselves from the sun? What kinds of clothes do the people of this country wear? Describe a few customs that people in this country have that protect themselves from the sun. What are at least three differences between your state and the country you researched? Additional Resources www.geographia. com Geographia offers a variety of information on housing, clothing, and customs of countries throughout the world. 18 DEPOSITORY 0041 nu‘u' m 2007 JNIVERSITY' OF CALIFORNL 8 BERKFI'EY 1 CD _{ C U [11 Z __4 ‘U )> O m US Enwmnmena/PmmcnwA www.epa.gov/sunWIse Why Does Winter Make Some People SAD? Directions Read the information provided describing Seasonal Affective Disorder (SAD) and answer the questions. Vocabulary Words Lethargy — The quality or state of being lazy, sluggish, or indifferent. Lax — The technical measure of brightness. Melatonin — A hormone secreted by the pineal gland. Pineal gland — A small, flat gland found within the brain that produces the hormones melatonin and serotonin. Serotonin — A neurotransmitter. It carries signals from the output of one nerve to the input of the next inside the brain. What is SAD? Human beings and animals react to changing seasons with changes in mood and behavior. Most people find they eat and sleep slightly more in winter and dislike the dark mornings and short days. For some, however, symptoms are severe enough to disrupt their lives and to cause considerable distress. These people might be suffering from SAD, also known as “The Winter Blues” or winter depression. Whom does SAD affect? Across the world, the incidence of SAD increases with distance from the equator, except where there is snow on the ground. More women than men are diagnosed as having SAD. Children and adolescents can also have SAD. How does SAD affect people? People with SAD might have some or all of the following symptoms: sleep problems, overeating, depression, lethargy, physical symptoms, and family and behavioral problems. People with SAD have symptoms from around September until April, and the symptoms are worse during the darkest months. 19 6-8 Questions (I) _{ C O m Z .4 U )> C) m m 1 Pretend you are a doctor. List three questions you would ask your patients to determine if they have SAD. 2 Consider the symptoms of SAD. Can you make an educated guess about the causes of SAD? List three possible causes of SAD. A Pannershlp Program of me U S Enwronmemaj Prolecllon Agency www.epa.gov/sunWIse 3 If you noticed that one of your friends was frequently tired and grumpy during your winter vacation, what would you recommend he or she do? 4 Make a list of the risks and benefits of exposure to the sun. 8 DEPOSITORY 0041 J 0 12007 n muss I‘Y 0F CALIFORNI. BERKFI EY 2° m I SE ._{ [Tl > O I m D U > C) m A ... ., .. .' radiates :: w 1,.- A Farmers/rip Program a! the U.S Enwronmemal Protection Agency www.epa.gov/sunwise Why Does Winter Make Some People SAD? Estimated Time 30 — 45 minutes Learning Objective This activity will help students understand the science of the sun and its good effects on people. Students will read a short selection about Seasonal Affective Disorder (SAD). They will propose a cause for SAD after “diagnosing” the problem. Review their answers to question number four to assess if they understand the risks and benefits of exposure to the sun. Directions After your students read the information provided describing SAD, instruct them to answer the questions. If they have trouble answering the questions, help them by sharing some of the additional information provided. Discuss the cause and treatment of SAD with the class. What causes SAD? During the night, the pineal gland produces a substance called melatonin that makes us drowsy. At daybreak, the bright light causes the gland to stop producing this melatonin. However, on dull winter days, especially indoors, not enough light is received to trigger this waking up process. The problem stems from the lack of bright light in winter. Researchers have proven that bright light makes a difference in brain chemistry, although the exact means by which sufferers are affected is not yet known. It is known that the nerve centers in our brains controlling daily rhythms and moods are stimulated by the amount of light entering the eyes. More recently, good evidence has been found to link exposure to bright light with the increased production of a substance called serotonin. Lack of serotonin is known to be a cause of depression. SAD has no direct connection to UV exposure, but is provided as an example of a positive aspect of the sun. What treatment is there? Because SAD is caused by a lack of bright light, it is treated with daily exposure to bright light (at least 2500 lux) using either a light box or a similar bright light therapy device. Visiting a brightly lit location, whether going skiing or to the beach, is also considered a cure. The preferred level of light is about as bright as a spring morning on a clear day. For most people, treatment is as simple as allowing light emitted from a light box to reach the eyes for 15—45 minutes daily. The user does not need to stare at the light, but may rather watch TV or read while allowing the light to reach the eyes. 21 ‘ 6-8“ _1 m > O I m 33 13 > C) m r\) A .1;r'w:'1w" :' radiates :w\ 1w. A Pannelsh/p Program 0/ the U S Enwronmenla/ Prateclian Agency www.epa.g0v/sunwise Why Does Winter Make Some People SAD? Questions and Answers 1 Pretend you are a doctor. List three questions you would ask your patients to determine if they have SAD. Possible questions include: How have you been sleeping lately? Have you gained weight lately? During what time of the year do you feel bad? Are you having trouble in school or with your family? Have you been sick or in physical pain lately? Consider the symptoms of SAD. Can you make an educated guess about the causes of SAD? List three possible causes of SAD. Possible responses include: lack of exercise, stress due to the holidays, cold weather, or cannot spend time outside. If you noticed that one of your friends was frequently tired and grumpy during your winter vacation, What would you recommend he or she do? Possible responses before group discussion include: get more rest, get more exercise, or spend more time with friends and family. Possible responses Qflfl group discussion include: spend time outside on sunny days, visit a sunny place, or try light therapy. Make a list of the risks and benefits of exposure to the sun. Risks include skin cancer, cataracts, premature aging of the skin, and suppression of the immune system. Benefits include alleviation of depression caused by SAD and vitamin D synthesis. Additional Resources www.mentalhealth.com/b00k/p40-sad.html Research findings about SAD published in “Current Opinion in Psychiatry,” January 1994, written by Raymond W. Lam, M.D. www.0utsidein.co.uk/sadinfo.htm Outside In is the UK and European leader in light therapy for treating SAD. Their Web site is written in a question and answer format using nonclinical language. The site provides fundamental information about SAD. www.nimh.nih.gov/publicat/letstalk.cfm National Institute of Mental Health fact sheet about depression. The fact sheet is directed to young people and is titled “Let’s Talk about Depression.” 18 DEPOSITORY 0041 * .fiuumwm “ JNIVERSITY OF CALIFORNL 22 BERKFI EY at U) _{ C U m Z _{ U > O m Sun Safe Beach Party Directions Pretend that the class is at the beach and set up the gym the way you would at the beach. Start an indoor volleyball game, throw a Frisbee®, play a game with a foam ball (e. g., Nerf ball) or gather some friends for a game of hackey sack. Set up face painting using zinc Vocabulary Words Melanoma — Dark-pigmented malignant moles or Malignant — Inclined to cause harm; very dangerous or harmful. l . . ‘ ' .1 A Partnership Program or the U S Enwmnmenlql Protection Agency www.epa.gov/sunw15e Questions 1 Dermatologists believe there might be a link between childhood sunburns and malignant melanoma later in life. What can you do differently to prevent this from happening? 2 What does SPF stand for, and how does it affect you and What you do when you are outdoors? 3 What does UV stand for, and how does it affect you? 4 Sunscreen with SPF 15+ helps protect you from harmful UVB radiation. What does that mean to you? 23 '- 6-8 _1 [TI )> O I m I) U > O m A .: "m radiates ‘ mm A Partnership Program of the us, Envrronmental Protection Agency www.epa.gov/Sunwise Sun Safe Beach Party Estimated Time 30-45 minutes Suppfies Frisbee® Foam rubber ball (“Nerf-like”) Hackey sack Zinc cream in different colors Volleyball equipment Summer food (fruits, chips, water, peanut butter and jelly sandwiches) Learning Objective The objective of this activity is to demonstrate and practice sun-safe behaviors. Directions Before the students engage in the activity, have a discussion about how this event will be different from a real day at the beach. Discuss pros and cons. Suggest ways to protect yourself when you are at the beach (e.g., hats, shirts, sunscreen and the importance of reapplication, an umbrella for shade). Assess what students have learned by asking what they would do differently when indoors versus outdoors. IS DE-POSITORY‘ 0041 .-J012007 mNtRSITY OF CALIFORNL BERKFI EY Questions and Answers 1 Dermatologists believe there might be a link between childhood sunburns and malignant melanoma later in life. What can you do differently to prevent this from happening? Answers will list prevention tactics, such as wearing sunscreen, limiting time in the sun between 10 a.m. and 4 p.m., and wearing a hat and sunglasses. 2 What does the sunscreen SPF stand for, and how does it affect you and What you do when you are outdoors? SPF stands for Sun Protection Factor, and it reveals the relative amount of sunburn protection from UVB radiation that a sunscreen can provide an average user (tested on skin types 1, 2, and 3) when correctly used. 3 What does UV stand for, and how does it affect you? UV stands for ultraviolet. UV rays can cause skin cancer, premature aging of the skin, cataracts, and immune system suppression. 4 Sunscreen with SPF 15+ helps protect you from harmful UVB radiation. What does that mean to you? Answers will vary. Although SPF ratings apply mainly to UVB rays, many sunscreen manufacturers include ingredients that protect the skin from some UVA rays as well. These “broad-spectrum” sunscreens are highly recommended. Students should understand that SPF 30 is not twice as protective as an SPF of 15; rather, when properly used, an SPF of 15 protects the skin from 93 percent of UVB radiation, and an SPF 30 provides 97 percent protection. 24 9’ on (D _{ C U m Z A “o )> O m U S. Enwmnmenfql Prolecnon Agency wwwepagov/sunWIse UV Frisbee® Fun Directions Before having UV Frisbee Fun, predict the time it Will take the UV Frisbee to change color once it is exposed to sunlight. Cover the UV Frisbee as you carry it outside, and start timing as soon as you expose it to the sun. Questions 1 Why did you cover the UV Frisbee? 2 How long did the UV Frisbee take to change color once it was exposed to sunlight? How close was your prediction? What part of your body does the UV Frisbee represent? Compare the change in the UV Frisbee to the change in your body. HOVd HEHOVEJ. A .1. nu. .7 radiates an: :r r A Partnership Program of the as Environmental Protection Agency www.epa.g0v/sunwise UV Frisbee® Fun Estimated Time 30 minutes Suppfies UV Frisbee Stop watch Additional non-UV Frisbees (optional) Learning Objective The objective of this activity is to demonstrate the effects of UV radiation While exercising at the same time. Assess the students’ understanding of the effects of UV radiation by asking them to list some possible outcomes of overexposure to the sun’s harmful UV rays. Directions Use the UV Frisbee included in the SunWise Tool Kit to show students the effects of UV radiation. For information about UV radiation and the health effects of sun overexposure, please review the SunWisdom section of the Tool Kit. Explain to students how the UV Frisbee works. Before you begin UV Frisbee Fun, ask the students to predict the amount of time it will take the UV Frisbee to change color once it is exposed to outdoor light. Cover the UV Frisbee as you carry it outside, and start timing as soon as you expose it to the sun. Ask students why you covered the UV Frisbee. Once exposed to the sun, the \ l // UV Frisbee will begin changing color almost immediately. (A ‘ Ask the students to remember their predictions and compare them to the actual time it took the UV Frisbee to change colors. Discuss the effects of UV radiation and the importance of being protected from the sun’s harmful UV rays. Questions 1 Why did you cover the UV Frisbee? To protect it from exposure to the sun’s UV rays. ‘ 2 How long did the UV Frisbee take to change color once it was exposed to sunlight? The UV Frisbee changed color almost immediately. How close was your prediction? Answers will vary. What part of your body does the UV Frisbee simulate? The skin. Compare the change in the UV Frisbee to the change in your body. Answer should reflect the idea that our skin changes color like the UV Frisbee if it is not protected from the sun’s harmful UV rays. Now, search for a sun—safe spot on your playground and have some UV Frisbee Fun! If your class is large, use additional frisbees. IS DEPOSITORY 0041 93.": 0'1 2007 .uvtasm OF CALIFORNL BERKFI F.Y 26 vi" 71k '- s Q m Personal Skin Assessment BOVd iNBGfliS Family Family Family SELF Member 1 Member 2 Member 3 Risk factor Yes No Yes No Yes No Yes No Light or fair skin Blue, green, or hazel eye color Blonde or red hair Freckles when in the sun Burn when in the sun 40 or more moles Family or personal history of melanoma Living in the Sunbelt Living in high altitudes Two or more blistering sunburns Exposure to UV radiation from tanning machines or medical treatment Taking medications that increase the skin’s photosensitivity (some antibiotics and antihistamines) . g _ l ‘ Adapted from Project S.A.F.E.T.Y., Risk and Risk \ l / ' I l I i ~ Factors, Elementary Safety Lesson Five. A h -' , radiates : ,, ,, A Partnership Program 0/ the U5 Enwranmenral Protection Agency www.epa.g0v/sunwise 27 _1 m > O I m I) T) )> 0 m A .: :12 :2 ' 1' radiates w m cm- A Parmersh/p Program 0/ {he www.epa.gov/sunWIse Personal Skin Assessment Estimated Time 30 minutes during one class period 15 minutes during second class period (or optional homework exercise) Suppfles Markers or crayons Magazines (optional) Glue (optional) Learning Objective After completing this activity, students will understand the need to be careful when at risk of overexposure to the sun’s harmful UV rays. Students who possess any of several risk factors will develop a heightened sense of their own risk. To assess student comprehension of the risk and prevention message, ask them to make a flier, poster, or collage for the classroom or school that depicts individuals practicing sun safety. U.S Enwmnmenta/ Ploleclwn Agency Directions Teachers are cautioned to be sensitive to the privacy concerns of students during this activity. Also be aware that students may answer no to all the questions, thereby allowing for the misconception that they are not at risk for overexposure to UV radiation. Instruct students to evaluate their own risk factors, checking off yes or no in each column. Have students go back to their seats and by a show of hands, take a count of the responses on the risk assessment. Ask students to predict on paper the risk level of their family members. As a homework assignment, have students evaluate their families for risk factors. During the next class period, assign one student to be a recorder on the chalkboard of five to ten randomly selected responses you read aloud. Discuss risk factors with the class and ask students to list ways to prevent overexposure to the sun. Have them relate What they learned about tanning booths. Using the fact sheets (located in the SunWisdom section of the Tool Kit) as your guide, discuss the prevention steps with the class. Stress the importance of protection from the sun’s harmful UV rays, especially for individuals who have several risk factors. s 0590me 0041 N.) 012007 .mweasnv or: CALlFORNl‘ 28 BERKEI EY U) _{ C U m Z _+ “U )> 0 rn A Pannersmp Program a! the U S Enwronmema/ PIUIBCIIOH Agency www.epa.gov/sunWIse Bargain Shopper Directions Make a list of items you might purchase to use as protection against the sun’s harmful UV rays. Now “go shopping” for these items. Look for them in magazine or newspaper ads, catalogs, or on the Internet. Check whether you have some of the products at home—they may still have a price tag. Develop a list that compares the prices for different items and brands. Imagine that you have $50 to spend on your protective items. Describe how you Will use that money to buy sun-safe items. Keep in mind that some sun—safe items may be free. Share your list with the class and see Who was able to buy the most for $50. _+ m > O I m 13 13 )> C) m A .. .1 w ‘1' radiates w»: Awe-1 A Pannersmp Program of [he U S Enwmnmznlal Prolecnan Agency www.epa.gov/sunwise Bargain Shopper Estimated Time 45 minutes Students may also spend some time doing research as homework. Suppfles Newspaper sales flyers Catalogs Computer with Internet access Learning Objective The objective of this activity is to help students understand the variety of ways in which they can protect themselves from the sun’s harmful UV rays. After completing this activity, students should understand that using sunscreen, hats, and sunglasses are examples of SunWise behavior. Assess whether the students understand that they must protect themselves from the sun’s harmful UV rays by asking them to draw a diagram depicting their preparation for their next visit to the park or beach. Look for the gathering of sun safety gear as a key preparation element. Directions Instruct students to develop lists of items used to protect against the sun’s harmful UV rays. For example: sunscreen, sunglasses, long—sleeved shirts, umbrellas, etc. Have the students “go shopping” for these items by looking up prices in advertisements, on the Internet, or at home. They should then develop a list of prices for each item. The list may duplicate some items (e.g., one cost for Brand X sunscreen and another for Brand Y). Tell the students that they have $50 with which to purchase protective items for a day at the beach, a ski trip, or any type of outing. They should figure out how to maximize their budget while still buying all the necessary items. Students can include “free” items, such as “staying indoors” or “eating lunch in the shade” in their budget. Ask the students to share their lists with the class and see who was able to buy the most for $50. JS DEPOSITORY 0041 AUG 0 12007 JNIVERSITY 0F CALIFORNI. so BERKFI EY 9’ co L HOVd lNEOfllS A Pannersmp Program arr/1e U.$ Enwrunmenlql Protect/on Agency www.epa.gov/sunWIse Skin Cancer in Your State Directions The estimated number of new melanoma cases diagnosed per year in each state is provided, along with the total population of each state. Calculate the percentage of individual cases of melanoma in each state by dividing the number of new cases by the total state population. Figure your percentage to three decimal places, and write it on the line provided for only 10 states, including your own. Then plot the data in the bar graph for the states you chose. Next, figure out the ratio of new cancer cases in those 10 states. Questions 1 How high is the risk in your state? 2 Rank the states in order from lowest to highest risk. How does the risk in your state compare to others? Why are there differences? * -‘ 3 What can yOu‘do to lower your risk for getting skin cancer? O . ne American dies of m elanoma skin cancer every 67 minutes. Skin Cancer in Your State U.S. Melanoma Cases, 2004 3 State New Melanoma Cases Population Percentage Ratio Alabama 840 4,447,100 Alaska 70 626,932 Arizona 1,180 5,130,632 Arkansas 560 2,673,400 California 5,020 33,871,648 Colorado 910 4,301,261 Connecticut 700 3,405,565 Delaware 210 783,600 District of Columbia 70 572,059 Florida 4,250 15,982,378 Georgia 1,460 8,186,453 Hawaii 140 1,211,357 Idaho 280 1,293,953 Illinois 2,020 12,419,293 Indiana 1,320 6,080,485 Iowa 560 2,926,324 Kansas 630 2,688,418 Kentucky 1 ,040 4,041 ,7 69 Louisiana 700 4,468,976 Maine 280 1,274,923 Maryland 980 5,296,486 Massachusetts 1,460 6,349,097 Michigan 1,670 9,938,444 Minnesota 980 4,919,479 6 Mississippi 420 2,844,658 * 2004 melanoma statistics are from the American Cancer Society: ' EPOS‘TORY 0041 www.cancer.org/downloads/MED/Page5.pdf. 3% AUG 0‘ 2007 ** The census data is from 2000. For more information about the 2000 U.S. Census, Visit www.census.gov/main/www/cen2000.html. To look up your state ‘? 8‘. U ‘D Ely T 190/46 [3.2. l, for estimated 2005 census figures, go to “State and Country QuickFacts” at 0 http://quickfacts.census.gov/qfd. I ,0 l ‘ ‘ ‘ l ' J A Parmershlp ngram 01 the U 5 Environmental Pralecnan Agency wwwtpagov/sunwise O 0 $6 I lb STUDENT PAGE 3 . State New Melanoma Cases Missouri 1,320 ' Montana " 2 10 Nebraska 350 Nevada 490 New Hampshire 280 New J ersey, 1,810 New Mekico 280 New York '7 3,060 North Carolina , _ 1,740 North Dakota ‘3" 70 Ohio 2,300 Oklahoma 910 Oregon 910 Pennsylvania 2,720 Rhode Island 280 South Carolina 700 South Dakota 210 Tennessee 1,250 Texas 3,550 Utah 420 Vermont 140 Virginia 1,390 Washington 1,320 West Virginia 420 Wisconsin 1,100 Wyoming 140 TOTAL 55,130 Skin Cancer in Your State U.S. Melanoma Cases, 2004 Population 5,595,211 902,195 1,711,263 1,998,257 1,235,786 8,414,350 1,819,046 18,976,457 8,049,313 642,200 11,353,140 3,450,654 3,421,399 12,281,054 1,048,319 4,012,012 754,844 5,689,283 20,851,820 2,233,169 608,827 7,078,515 5,849,121 1,808,344 5,363,675 493,782 281 ,421,906 Percentage Ratio 33 VII 0 .— I! 'u I! n. A Pannershm Program 0/ [he U S Enwmnmenla/ PrarecI/on Agency www.epa.gov/sunwise ®-—- 129's '8 Skin cancer in Your State Questions and Answers 1 How high is the risk in your state? Students should answer based on their calculations. LBDVd UBHOVEIL Estimated Time . 2 Rank the states in order from lowest to highest risk. 40-50 minutes . . How does the r1sk 1n your area compare to others? Learning Objective Why are there differences? Answers will vary and This activity will raise student awareness of skin should address location of state. Students should cancer statistics. It will also help students gauge the have each state ranked from 1-10, and note their risk they incur from their environment and reinforce state’s risk relative to other states. the SunWise message, While they practice math skills. Assess Whether they understand the importance of protecting themselves from harmful UV rays by asking them to make a bar chart that demonstrates risk in their state and nine others. 3 What can you do to lower your risk for getting skin cancer? Do not burn. Limit time in the midday sun, seek shade, always use sunscreen, wear a hat, cover up, wear sunglasses that block UV radiation, avoid sunlamps and tanning parlors, and watch Directions the UV Index. This exercise will show students their relative risk for melanoma, as determined by location. It will also give them practice in calculating percentages and ratios, working with decimals, and graphing data. The estimated melanoma rates by state, from the American Cancer Society, and the estimated state populations, from the US. Census Bureau, are listed. The students should calculate the percentage (to three decimal places) of people in 10 states, including their own, expected to be diagnosed with skin cancer. They will then graph the information to get a sense of the _ , effects of skin cancer on the population. To further ’8 DEPOSlTORY 0°41 understand these effects, have the student calculate I, \ ‘ / ratios in the space provided. ‘ ., BUD 0‘ 2007 . . , - JNIVERS‘ITYOFCAUFORNI. BERKFI EY 34 www.epa.gov/sunw13e ID State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming TOTAL TEACHER PAGE 2 Skin Cancer in Your State U.S. Melanoma Cases, 2004 New Melanoma Cases 840 70 1, 180 560 5,020 910 700 210 70 4,250 1,460 140 280 2,020 1,320 560 630 1,040 700 280 980 1,460 1,670 980 420 1,320 210 350 490 280 1,810 280 3,060 1,740 70 2,300 910 910 2,720 280 700 210 1,250 3,550 420 140 1,390 1,320 420 1,100 140 55,130 Population 4,447,100 626,932 5,130,632 2,673,400 33,871,648 4,301,261 3,405,565 783,600 572,059 15,982,378 8,186,453 1,211,357 1,293,953 12,419,293 6,080,485 2,926,324 2,688,418 3,960,825 4,041,769 1,274,923 5,296,486 6,349,097 9,938,444 4,919,479 2,844,658 5,595,211 902,195 1,711,263 1,998,257 1,235,786 8,414,350 1,819,046 18,976,457 8,049,313 662,200 11,353,140 3,450,654 3,421,399 12,281,054 1,048,319 4,012,012 754,844 5,689,283 20,851,820 2,233,169 608,827 7,075,515 5,849,121 1,808,344 5,363,675 493,782 281,421,906 Percentage 0.018889 H 0.022999 0.020947 0.014821 0.021157 0.020555 0.026799 0.012237 0.026592 0.017834 0.011556 0.021639 0.016265 0.021709 0.019137 0.023434 0.025731 0.015664 0.021962 0.018503 0.022995 0.016803 0.019921 0.014765 0.023592 0.023277 0.020453 0.024521 0.022658 0.021511 0.015393 0.016125 0.021617 0.010900 0.020259 0.026372 0.026597 0.022148 0.026709 0.017448 0.027820 0.021971 0.017025 0.018807 0.022995 0.019637 0.022395 0.023226 0.020695 0.028353 Ratio 125294 128956 124348 124774 126747 1:4727 124865 1:3731 1:8172 1:3761 125607 128654 1:4621 1:6148 1:4606 1:5226 114267 123886 1:6384 124553 1:5405 1:4349 125951 125020 126773 124239 124296 124889 1:4078 124414 1:4649 1:6497 126201 124626 19174 1:4936 13792 123760 1:4515 21:3744 ,'-31:5731 7; 1:3594 ' ‘_"1:4551 »,;:125874.‘__: 115317 -".fi[_:4349 “125.092 ;1;4465 1:4306 I l l I » I | l 123527 I \ \ 124832 ' "' 35 ‘radiales . A Fauna/shin Prognm a! me US Environmental Proleclian Agency www epa.gov/sunWIse JS DEPOSITORY 0041 . 306 012007 _ JNIVERSITY OF CALIFORNI. BERK Fl EY SunWise Surveyor (1) _| C U m Z __l '0 > C) m Directions You are a surveyor. You measure and map land areas and have been assigned to determine the current availability of shade on your school’s property. This will help school administrators decide if the grounds are sun safe. Take a survey of the grounds during a period when students are using them. Don’t forget to be SunWise as you walk around the school! Begin by drawing a map of the school grounds. Observe and mark on the map the most popular places where students congregate and play. These Play Areas can include sports fields, jungle gyms, blacktops, eating areas, and any other places where kids hang out. Survey and mark the parts of the Play Areas that are covered in shade. Measure the dimensions of the Play Areas, and write down your results. Then, measure the shade-covered portions of these areas. For circular-shaped areas, such as under a tree, measure the diameter of the shady spot. Record your results. U. S Environmental Profechon Agency www epagov/sunwuse Questions 1 What is the total area of the Play Areas on your school’s grounds? 2 What is the total area of the portions of those Play Areas covered by shade? 3 What percentage of the Play Area On your school’s grounds is sun safe? .4 m )> O I [TI 33 U > C) m \i/ i Q ' radiates m“ m ‘1».1». A Partnersh/p Program of me U S Enwronmanral Pmm‘non Agency wwwepa gov/sunwise SunWise Surveyor Estimated Time One to two class periods Suppfles Clipboards (optional) Measuring tapes, yardsticks, or metersticks Learning Objective This activity will raise student awareness of daytime exposure to the sun. Students will focus on the amount of shade provided for their outdoor hours at school, and the importance of providing sun-safe areas on the property. Assess student comprehension by asking students to design a more SunWise playground (see the “You Are the Architect” activity). Directions Tell your students that they are surveyors who have been assigned to determine the current availability of shade on your school’s property in order to help school administrators decide if the grounds are sun safe. Have the class take a survey of the grounds during a period of time when students are present, such as recess or lunchtime. Have the students begin by drawing a scaled map of the school grounds, observing and marking on the map the most popular places where students congregate and play. These Play Areas can include sports fields, jungle o \ ’, gyms, blacktops, eating areas, and any other places where kids hang out. (3 Wk AUG 012007 JNIVERSITY OF CALIFORNI, Now have students survey and mark the fifigfihgy Play Areas that are covered in shade. k Have the students measure the dimensions of the Play Areas, record their results, and measure the shade- covered portions of these areas. For circular-shaped areas, such as under a tree, students will measure the diameters and calculate the areas of the shady spot, and write down these results as well. Questions and Answers 1 What is the total area of the Play Areas on your school’s grounds? Answers will vary. Students will determine this figure using algebraic formulas to calculate the area of each Play Area, then adding the sums together. A =l-w 2 What is the total area of the portions of those Play Areas covered by shade? Answers will vary. Students will determine this figure using algebraic formulas to calculate the area of each shade-covered area, then add the sums together. 3 What percentage of the Play Area on your school’s grounds is sun safe? This answer will be determined by dividing the total area of shady spots by the total area of the Play Areas. This activity was adapted from California Department of Health Services, School Shade Protocol, Cancer Prevention and Nutrition Section. Additional Resources CDC’s Shade Planning for America’s Schools www.epa.gov/sunwise/doc/cdc_shade_planning.pdf 38 (D .4 C 0 [TI Z .4 U > C) [Tl A .1)“ 1' ‘ :‘radiaies - 1-i- A Partnership Program of Me U 5‘ Environmental Pralecllan Agency www,epa.gov/sunwise You Are the Architect Directions You are an architect who has been selected to submit a design proposal for a SunWise playground. First, get together with your classmates and brainstorm ideas. You need to consider the ways that many of today’s playgrounds fail to protect children from overexposure to the sun’s harmful rays. How can these problems be solved? Blueprint your idea for a SunWise playground structure. Then, build a model of it for presentation. Present your design proposal to your class. Be sure to discuss how your design offers superior protection from overexposure to the sun’s harmful rays. Vocabulary Words Blueprint — A detailed construction plan. Brainstorm — Developing new ideas through unrestrained participation in discussion. 39 .4 m )> O I m 13 “U )> C) m C‘. {UNIX Nata A Pannersnlp Program or the U S. Envuonmenqu Prateclron Agency www.epa.gov/sunwuse You Are the Architect Estimated Time More than one class period Suppfies Toothpicks Popsicle sticks Glue (for paper and/or wood) Construction paper Scissors Pipe cleaners Scotch tape Rubber bands String/Yarn ‘8 237$ 3 a Directions Tell your students that they have been selected to submit a design proposal for new SunWise playground structures for a local elementary school. Brainstorm ideas with the class of how to build a SunWise playground. Remember to discuss potential problems and how to solve them. Have the students draw plans/blueprints of their ideas. You may want to have them work in teams. Ask the students to make a model of their favorite idea. Have the students present their ideas to the class and explain the advantages their SunWise model has over typical playgrounds. Vocabulary Words Blueprint — A detailed construction plan. Brainstorm — Developing new ideas through unrestrained participation in discussion. JS DEPOSITORY 0041 AUG 0 1 2007 .NNERSITY OF CALIFORNL BERKFi EY 4O 9’ on CD .4 C U m Z .4 U )> O m Detecting UV Light Using Tonic Water Directions In this activity, you Will use tonic water to do an experiment with ultraviolet light. Fill the beaker labeled “tonic” almost to the brim with tonic water. Fill the other beaker almost to the brim with tap water. Place the beakers outside, so that direct sunlight strikes the surface of the liquid in both beakers. Hold a black piece of paper or cloth behind the beakers. Observe the surfaces of the tonic and tap waters in the two beakers. Answer the questions. Vocabulary Words Fluoresce — To exhibit fluorescence (luminescence) caused by‘ the absorption of radiation at one wavelength followed by nearly immediate re-radiation, usuallyiat a different wavelength, and to cease almost at once whenthe incident radiation stops. Ultraviolet light — Of or pertaining to the ultraviolet spectrum of invisible light/radiation. A 1:: ' 1 .~ radiates: 1:. A Pannersmp Program 0/ the U. S. Enwronmental Prolecuon Agency www.epa.gov/sunwise Wavelength — In a periodic wave, the distance between two points of corresponding phase in consecutive cycles; a measurement of light/radiation. Questions 1 What differences do you see between the two beakers? 2 What time of day is it? Where is the sun in the sky? 3 How might the position of the sun affect your results? 4 What is contained in the sunlight that causes these results? This activity is adapted from the Project LEARN module, Ozone in Our Atmosphere. 41 _{ m > O I m D 'U )> C) m A .. .mnm' '2 A radiates m \‘H m ,:‘ A Partnership Program a! the U 5. Environmental Protection Agency www.epa_gov/sunwise Detecting UV Light Using Tonic Water Estimated Time 40 — 50 minutes Suppfies Two beakers, labeled “tap water” and “tonic water” Tonic water Tap water Black paper or cloth Sunlight Learning Objective This activity will demonstrate the presence of UV light in sunlight. When a photon of UV energy is absorbed, it is re-emitted by the quinine in tonic water as a photon of Visible light. This process is called fluorescence. The amount of fluorescence that occurs is influenced by the amount of UV. This will reinforce the concept that UV light is always present in sunlight, although invisible to the naked eye. Have students write a paragraph explaining What has happened in this experiment, using the following words: fluorescence, wavelengths, photon. The students should demonstrate the ability to research the scientific background of a certain phenomenon. Students should show comprehension of the idea that it is the size of the UV wavelengths that causes them to appear invisible; But when a photon of UV energy is absorbed in the tonic water, the quinine re-emits the energy as a photon of visible light. Directions Fill the beaker labeled “tonic” almost to the brim with tonic water. Fill the other beaker almost to the brim with tap water. Place the beakers outside, so that direct sunlight strikes the surface of the liquid in both beakers. Ask the students to predict what they might observe. Hold a black piece of paper or cloth behind the beakers. Have the class look across the surfaces of the two beakers. Questions and Answers 1 What differences do you see? The top 1/4 inch of the tonic water should glow blue. What time of day is it? Where is the sun in the sky? Answers will vary. How might the position of the sun affect your results? Best results occur around noon when the sun is directly overhead. The higher the sun is in the sky, the shorter the distance the UV light must travel through the ozone layer, allowing more UV radiation to reach the Earth’s surface. What is contained in the sunlight that causes these results? UV radiation. Students should grasp the concept that UV radiation is always present in sunlight. Js DEPOSITORY 0041 nUU .9 4 2007 JNIVERSlTY OF CALIFORNL BERKFI 5y ‘2 .k CD I 3E (D .4 C U m Z _{ p )> C) m A 'radiales : ‘ A Partnership Pragram a! [he www‘epagov/sunmse US. Enwronmental Pmrecnon Agency . : . , Gumdrop SCience Questions 1 What effect does an increase in CFCs in the A . . stratosphere have on ozone? What effect Will Directions "‘"' i As you observe the Gumdrop Science that have on us? demonstration, answer the questions below. Define Diatomic molecule Triatomic molecule 2 How is the breakup of ozone in the stratosphere similar to its formation? Chlorofluorocarbons (CF03) UV radiation Stratosphere 3 Why-1s ozone good in the stratosphere and bad in the troposphere? Catalyst 43 36 Q I D Gumdrop Science Estimated Time 40 — 50 minutes Suppfles Gumdrops in the following colors: black, red, green, and white Toothpicks Flashlight Transparent colored plastic sheets, preferably blue, to cover the flashlight lens White piece of paper Learning Objective This activity will demonstrate to students the photochemical reactions involved in the creation and destruction of stratospheric ozone on a molecular level. It will emphasize the damage caused by man-made CFCs in our atmosphere. The students will be able to explain the role of stratospheric ozone, demonstrate the formation of ozone, identify the sources of stratospheric ozone depletion, and explain why CFCs are destructive to the ozone layer. Assess the students’ comprehension of the CFC problem and their absorption of this lesson into their world view: ask students to make a list of CFC products they come into contact with every day, and formulate a plan for reducing or eliminating the need for CFCs in their lives. TEACHER PAGE 1 44 Definitions Diatomic molecule - A diatomic molecule is composed of two atoms. Diatomic oxygen is present in the air we breathe. Triatomic molecule — A triatomic molecule is composed of three atoms. Triatomic oxygen is also known as ozone. Chlorofluorocarbons (CFCs) — A man-made chemical compound consisting of chlorine, fluorine, and carbon. UV radiation —— Radiation wavelengths just beyond the Violet in the visible spectrum. Stratosphere — A layer of the atmosphere above the troposphere, 6 to 30 miles above the earth’s surface. Catalyst — A substance that modifies and increases the rate of a chemical process without being consumed in the process. Questions and Answers 1 What effect does an increase in CFCs in the stratosphere have on stratospheric ozone? What effect will that have on us? Increased CF Cs in the stratosphere have destroyed many ozone molecules for several decades and continue to weaken the ozone layer that protects us from the sun’s harmful UV rays. One CFC molecule can destroy up to 100,000 ozone molecules. 2 How is the breakup of ozone in the stratosphere similar to its formation? Both processes involve UV radiation. 3 Why is ozone good in the stratosphere and bad in the troposphere? In the stratosphere, ozone partially filters UV radiation. In the troposphere, ozone is a precursor to smog. US DEPOSlTORY 0041 we 01 2007 JNlV'ERSITY OF CALlFORNl. BERKEI FY an a: a u ‘6 I! h A Partnership Program or the U. S. Enwrnnmenml Protect/M Agency www.cpa.gov/sunwise .3? on I ‘D TEACHER Gumdrop Science Background Information Ozone, a triatomic molecule of oxygen (03), is made when short-wavelength UV radiation breaks the bonds of diatomic oxygen (02) in the stratosphere. The freed single oxygen atoms (0) are highly reactive and bond with diatomic oxygen to form ozone. This is a naturally occurring process in the stratosphere that is kept in balance, unless man—made chemicals like CFCs are introduced. CFCs are the primary cause of ozone depletion. They can be found in some aerosols, refrigerants, Styrofoam products, fire extinguishers, and other sources. When CFCs are released into the stratosphere, they react with UV light, and a chlorine atom is released. The chlorine atom, acting as a catalyst, then bonds with an ozone molecule and destroys it by pulling away the third oxygen atom. Then, free atoms of oxygen destroy the weak bond between the oxygen and chlorine, pulling it away to form 02. The process frees the chlorine atom, which can repeat the process for decades, thereby destroying ozone faster than it can be replaced naturally. The ozone layer is found in the strato- sphere, between 6 and 30 vertical miles from the earth’s surface. As ozone is depleted, more harmful UV radiation can penetrate through the layer and reach the earth. In humans alone, increased UV radiation can cause cataracts, skin cancer, immune system weakening, and premature aging of the skin. Directions Natural Ozone Formation Instruct the students to connect three or four pairs of white gumdrops with a toothpick to simulate diatomic oxygen molecules, which are present in the air we breathe. Have another student shine the PAGE 2 In 1' flashlight on one of these molecules, with a colored plastic sheet covering the lens, simulating UV radiation from the sun. The molecule bombarded with UV radiation will break apart, leaving two single oxygen atoms. The blue plastic represents the short UV wavelengths that are responsible for the breakup of diatomic oxygen. The individual oxygen atoms are now free to join the other diatomic oxygen molecules to form triatomic oxygen, or ozone. Unnatural Ozone Depletion In the stratosphere, ozone meets up with CFCs such as CFC 11. Have the students make a model of CFC 11 using one black gumdrop for the carbon, one red gumdrop for fluorine, and three green gumdrops for chlorine. Stick three toothpicks into the carbon to form what looks like a three- legged stool. Put a chlorine atom on each free toothpick end. With the “stool” standing on the desk, put another toothpick in the carbon and attach the fluorine to it. Also, have the ozone models from above and a free oxygen atom handy. Lay the CFC molecule and the ozone side-by- side on a white piece of paper, representing the stratosphere. Bombard them with simulated UV radiation from your flashlight. The flashlight should be covered with a different colored plastic sheet, representing a longer wavelength of UV light. This UV radiation will cause one chlorine atom (green gumdrop) to break off the CFC. The free chlorine then attacks ozone molecules, breaking them up into diatomic and single oxygen molecules, and combines with the free oxygen (white gumdrop). This newly formed molecule is unstable, and the oxygen atom breaks free again to join another free oxygen atom and form diatomic oxygen. This leaves the chlorine atom free to attack and break up other ozone molecules, a destructive : process that goes on for decades. in a .— II 4‘ m b 4 Partnership Program a! m: U.$. Envilonmenraj Protection Act/Icy www.cpa.gov/sunwnse ’S DEPOSITORY 0041 m o‘cRStTY-OF CAUFORNI. BERKFI EY 9f U) __+ C U m Z _l "U )> O m us. Environmenlql Protecnan Agency www,epa.gov/sunwrse UV Frisbee® Science Directions Before observing the UV Frisbee demonstration, make some predictions. What do you predict will happen to the UV Frisbee when your teacher applies sunscreen to it? What about when it is covered with cloth? Predict the amount of time it will take the UV Frisbee to change color once it is exposed to sunlight. Now, observe the UV Frisbee as your teacher applies a variety of materials to it. Record your observations on the data chart below. Record the color of the UV Frisbee after each material is applied to it. Use the data you have collected to answer the questions. Questions 1 Did the UV Frisbee change color when exposed to normal room light? Why or why not? 2 What happened to the color of the UV Frisbee in the sunlight? After five minutes? Sunglasses UV Blocking UV Blocking What effects did the different sunscreens have on the UV Frisbee? What did you note about the surface area of the UV Frisbee that was covered with cotton cloth? Frisbee Test Material One Three Five Number Used Minute Minutes Minutes Plain Indoors SPF O SPF 15 SPF 30 Plain Glasses Cotton Fabric Fabric This activity is adapted from the Project LEARN module, Ozone in Our Atmosphere. 47 6-8 _{ m )> O I m :D T) )> C) m A .:: rw ~ M ,1: radiates m, w: A Pannershrp Program or the U S. Enwronmenfal Protection Agency www,epa,gov/sunwise UV Frisbee® Science Estimated Time 30 minutes Suppfies UV Frisbee Sunscreen (including baby oil, SPF 15, and SPF 30) Regular eyeglasses Sunglasses with UV-protective coating on lenses 2” x 2” swatches of cloth (cotton, UV blocking fabric, and “tan-through” fabric) Clear plastic wrap or hotel shower cap Stop watch Newspaper Masking tape and marker Learning Objective The objective of this activity is to demonstrate the effects of UV radiation. After completing this activity, students should be able to describe at least three ways they can protect themselves against harmful UV radiation. Have students describe their outdoor behavior before seeing the UV Frisbee demonstration. How will they change their outdoor behavior? (See the SunWisdom section of the Tool Kit for a list of sun safety tips.) ’ Directions Use the UV Frisbee included in the SunWise Tool Kit to show students the effects of UV radiation and the effects of different materials on blocking out UV radiation. For more information about UV radiation, please review the SunWisdom section of the Tool Kit. Before you begin the UV Frisbee demonstration, ask the students to make some predictions. ° What do you predict will happen to the UV Frisbee when your teacher applies sunscreen to it? What about when it is covered with cloth? Answers will vary. 0 Predict the amount of time it will take the UV Frisbee to change color once it is exposed to outdoor light. Answers will vary. Students should watch you perform the experiment and record their observations on the data chart provided to them on the Student Page of this activity. ° Observe the plain UV Frisbee While still inside your classroom. 0 Cover the UV Frisbee With a piece of clear plastic or hotel shower cap. Apply a small circle of baby oil and of sunscreen (all SPF levels) to the protected surface of the UV Frisbee. Use masking tape and marker to identify each SPF level. Cover the UV Frisbee with the newspaper or place in box and take it outside. Uncover the UV Frisbee and begin timing. The undisturbed area of the UV Frisbee will change color. The circle with baby oil (SPF 0) will change color, but those With SPF 15 and higher will not change 00101‘- JS DEPOSITORY 0041 AUG 0 12007 JNIVERSITY OF CALIFORNL 48 BERKFI EY ‘6-8V _‘ m )> O I m 30 'U )> C) m m A Partnership Pragram of [he U S Enwranmenra] Protection Agency www.epa.gov/sunWIse UV Frisbee Science Directions continued Tape the two pairs of glasses to the UV Frisbee. Cover the UV Frisbee with the newspaper or box and take it outside. Uncover the UV Frisbee and begin timing. The area under the glasses without UV protective coating will change color. The area under the sunglasses with UV protective coating will not change color (might change slightly). Return to your classroom and remove the sunglasses. Tape the different swatches of fabric to the UV Frisbee. Use masking tape and marker to identify each fabric. Cover the UV Frisbee with the newspaper or box and take it outside. Uncover the UV Frisbee and begin timing. The undisturbed area of the UV Frisbee will change color. The area underneath the UV blocking fabric will not change color. Other fabrics will filter out a portion of UV depending on the density of the fabric. Return to your classroom and remove the fabric swatches. Questions and Answers 1 Did the UV Frisbee change color when exposed to normal room light? Why or why not? The UV Frisbee will not usually change color because there is very little UV radiation in indoor lighting. 2 What happened to the color of the UV Frisbee in the sunlight? After five minutes? The UV Frisbee changed from clear to purple. 3 What effects did the different sunscreens have on the UV Frisbee? Generally, results do not differ much for sunscreens with SPF 15 or higher. It is important to note that SPF 30 does not block twice as much as SPF 15. SPF 15 sunscreen blocks approximately 93 percent of the sun’s UVB rays while SPF 30 blocks approximately 97 percent. 4 What did you note about the surface area of the UV Frisbee that was covered with cotton cloth? Answers will vary depending on the thickness and tightness of the weave of the cotton cloth. 49 JS DEPOSITORY 0041 auu‘ CH 2007 JNIVERSITY OF CALIFORNL BERKFI EY .15 a) I E: U) _{ C U m Z _{ _U > C) m A .i u' ' 1'. “w “ ,:' radiates 1‘ w: 1» 1-- A Farms/snip Program or (he U S Enwmnmemal Flarechon Agency www epagov/Sunwise Be a SunWise Traveler Directions You are planning a trip. Use maps, a world globe, and Web sites to research your assignment and answer the questions below. Share your findings with your class. Vocabulary Word Mean — The average value of a set of numbers. A mathematical value that is intermediate between other values. Activities and Questions Answers should reflect students’ research on their location. 1 Using a world map or globe, identify where you live. 2 Using the world map or globe, identify Where you would like to visit. Why would you like to visit this location? What time of year would you like your visit to occur? 3 Using the UV Index maps located on the EPA SunWise Web site, www.cpagov /sunwise/ educator_resources.html, identify What the UV Index mean (average) is where you live at this time of the year. i 4 Using the UV Index maps located on the EPA SunWise Web site, www.cpagov /sunwise/ educat0r_resources.html, identify What the UV Index mean (average) is where you would like to visit and at the time of year your visit would occur. 5 What is the mean yearly UV Index where you live? 6 What is the mean yearly UV Index of the place where you want to visit? 7 What do you notice about your local UV Index in comparison to the UV Index at the location you want to visit during the time you want to visit? Are there similarities and differences? Why? What SunWise action steps should you take When visiting your destination? 1 0 Develop a “SunWise Travel Alert” for your destination. Be sure to list the conditions that a traveler is likely to encounter and ways a traveler can prepare for practicing sun-safe behaviors. This alert may be in the form of a poster, newspaper ad, TV or radio announcement, or a Web page. 51 OI I an L39Vd HBHOVELL A Partnership Frag/am of me U S Envtranmental Protection Agency www.epa.gov/sunWIse Be a SunWise Traveler Estimated Time 45-60 minutes (students may work individually or in small groups) Suppfies Maps of the United States and the world Computers with Internet access Action Steps for Sun Protection (see Sun Wisdom section) Learning Objective This activity gives students the opportunity to learn about how people all over the world need to protect themselves from the sun’s harmful UV rays. It Will help students make connections and comparisons between their local environment and sun-safe behaviors they practice when visiting other parts of the world. Background/Talking Points People often travel or vacation to locations with extreme UV intensity, especially in comparison to the UV intensity at that time of year in the traveler’s city or town. Additionally, travelers may not realize how intense the sun is at that time of year and may not adequately prepare for the UV radiation that they are exposed to, resulting in severe sunburns. Studies have shown that as much as 88 percent of sunburns in children occur during sunny vacations. A serious potential problem surfaces when you combine this information with the fact that sunburn is a risk factor '— —— - ”“1 >7 25@ 4 m 0 -"'ul AUG 0 12007 JNlVERSiTY OF CALIFORNL for skin cancer. By raising awareness of the WFI‘ EY ~ specifically associated with travel/vacations to UV— intense destinations, our goal is to decrease the number of sunburns children and their caregivers receive. In addition: ° UV rays are reflected by snow, sand, water, and pavement. Fresh snow may reflect up to 80 percent of the incident UV radiation. This is important at higher altitudes and latitudes. Sand and water also reflect UV radiation and can increase UV exposure at the beach. 0 The higher in altitude you go, the more intense the UV rays become. This is because there is less atmosphere for the UV to travel through. 0 The higher in altitude you go, the more intense the UV rays become due to the shorter distance from the sun and less atmosphere for the UV to travel through. Directions Engage students by asking them if they have a place in mind that they would like to travel to someday. Or ask them if they have a friend or relative that lives far away from them (be cognizant of students that may have family in the military) that they might like to Visit. Have students identify the place they would like to visit along With the time of year they would like to do this traveling. Students will identify the UV Index mean (average) where they live and the place they would like to visit, then make a connection or comparison of the two locations. They will then identify SunWise action 52 a, . I on __.| m > O I m I] ‘U )> (I) m m r. _ \ , x. \ w ' ll - t A Partnership Flag/am of [he U 5 Environmental Protectian Agency www.epa.gov/sunwuse 4e” 9 steps’ they should take when Visiting their choice of destinations. Instruct students to respond to the activities and questions individually or in pairs. Then, / have them share their findings with the class. Student Activities and Questions Answers should reflect students’ research on their location. 1 Using a world map or globe, identify where you live. 2 Using the world map or globe, identify Where you would like to visit. Why would you like to Visit this location? What time of year would you like your visit to occur? 3 Using the UV Index maps located on the EPA SunWise Web site, www.epa.gov/sunwise/educator_ resources.html, identify what the UV Index mean (average) is where you live at this time of the year. 4 Using the UV Index maps located on the EPA SunWise Web site, www.cpagov/sunwise/educat0r_ resources.html, identify what the UV Index mean (average) is where you would like to visit and at the time of year your visit would occur. What is the mean yearly UV Index where you live? What is the mean yearly UV Index of the place where you want to visit? Cnp"; ,‘ a i 2;@ g m ‘8 7 What do you notice about your local UV Index in comparison to the UV Index at the location you want to visit during the time you want to Visit? 8 Are there similarities and differences? Why? 9 What SunWise action steps should you take when Visiting your destination? 1 0 Develop a “SunWise Travel Alert” for your destination. Be sure to list the conditions that a traveler is likely to encounter and ways a traveler can prepare for practicing sun-safe behaviors. This alert may be in the form of a poster, newspaper ad, TV or radio announcement, or a Web page. 5 Resources to Learn More About Your Destination and SunWise Practices www. weather. com / activities / health / skin www. intellicast. com www. weatherbase. com www.cpagov / sunwise / actionsteps.html For full page maps, please see the UV Index maps located at www.epa.gov / sunwise/ ed ucator_resources. html. 53 JS DEPOSDTORY 0041 we 012007 . . .JNIVERSITY OFCALlFORNL BERKFI EY m Program of [he US. Environmental Protection www.epa.gov/sunwuse CD _+ C U m Z _4 'U > O m U. S. Enwmnmentql PIOIQL‘IIDII Agency ‘ www.magov/sunmse’ ‘ SunWise Flier Supplemental Directions Let’s make a SunWise flier on the computer. Use fun images and text to communicate your message. Your flier should teach people how they can protect themselves from the sun’s harmful UV rays. Brainstorm ideas with your teacher and classmates before you begin. Helpful Ideas For Your Flier Decide on a theme for your flier. Your theme should focus on having fun and being sun safe. Think about designing your flier in a fun way that shows action. Show students participating in activities during all seasons. You could also focus on one season and make different scenes showing people being sun safe (e.g., summer scene at the beach or in the park). Make sure you show people wearing sun-safe items to reinforce your flier theme. Safety Tips You Can Use For Your Flier Do Not Burn. Five or more sunburns double your risk of developing skin cancer. Avoid Sun Tanning and Tanning Beds. UV light from tanning beds and the sun causes skin cancer and wrinkling. If yOu want to look like you’ve been in the sun, consider using a sunless self—tanning product, but continue to use sunscreen with it. Generously Apply Sunscreen. Generously apply sunscreen to all exposed skin using a Sun . Protection Factor (SPF) of at least 15 that provides broadspectrum protection from both ultraviolet A (UVA) and ultraviolet B (UVB) rays. Reapply every two hours, even on cloudy days, and after swimming or sweating. Wear Protective Clothing. Wear protective clothing, such as a long-sleeved shirt, pants, a wide-brimmed hat, and sunglasses, when possible. Seek Shade. Seek shade when appropriate, remembering that the sun’s UV rays are strongest between 10 am. and 4 pm. Use Extra Caution Near Water, Snow, and Sand. Water, snow, and sand reflect the damaging rays of the sun, which can increase your chance of sunburn. 55 _.1 m )> O I m 13 “U )> C) m A Partnership Program 0! Me U S. Environmemql Promotion Agency WWW.BDa.QOV/SUHWISB Watch for the UVIndeX. The UV Index provides important information to help you plan your outdoor activities in ways that prevent overexposure to the sun’s rays. Developed by the National Weather Service and EPA, the UV Index is issued daily nationwide. Get Vitamin D Safely. Get Vitamin D safely through a diet that includes Vitamin supplements and foods fortified with Vitamin D. Don’t seek the sun. Early detection of melanoma can save your life. Carefully examine ALL of your skin once a month. A new or changing mole in an adult should be evaluated by a dermatologist. SunWise Flier Supplemental Estimated Time 30 — 45 minutes Suppfles Computer Directions Instruct students that they will be creating a flier that teaches people about protecting themselves from overexposure to the sun’s harmful UV rays. To help students get started, hold a brainstorming session. Touch on issues such as the health effects of overexposure to the sun and the ways we can protect ourselves. Students should also incorporate the SunWise safety tips into their flier. These tips can be found in the SunWisdom section of this Tool Kit or on the SunWise Web site, www.epa.gov /sunwise. Depending on your resources, ask the students to print out their fliers in color or black-and-White and present them to the class. If printing is not available, the students can rotate around the computer lab to see each other’s work. If possible, post the students’ work on bulletin boards around thfiécbfi’lbOSlTORY 0041 AUG 01- 2007 JNIVERSITY 0F CALIFORNL 56 BERK Fl EY @-—- 1 275k 0: I 3E CD _+ C U m Z _{ .0 > 0 m suHWise Word Problems 4 Scientists use a mathematical formula to calculate the UV Index. When calculating the supplemental UV Index, one factor they use is a value representing the total effect a given day’s UV radiation will have on skin. This value is then Directions adjusted for the effects of elevation and clouds. Answer the following word problems about sun— UV at the surface increases about 6 percent safe products and behavior. per kilometer above sea level. Clear skies U 5 Envrmnmenraj Protect/on Agency www.epa.g0v/sunWIse 1 There are two SPF numbers Whose sum is 45. Four times the first equals twice the second. What are the numbers? 2 Three bottles of sunscreen and two pairs of sunglasses weigh 32 oz. Four bottles of sunscreen and three pairs of sunglasses weigh 44 oz. All bottles of sunscreen weigh the same and all pairs of sunglasses weigh the same. What is the weight of two bottles of sunscreen and one pair of sunglasses? 3 A clothing company'can make long—sleeved shirts for $4 each with a daily overhead of $600. If they sell shirts at $5.20 each, how many shirts must they sell to have a profit of 10"percent abovqtheir daily cost? allow 100 percent of the incoming UV radiation from the sun to reach the surface, whereas scattered clouds transmit 89 percent, broken clouds transmit 73 percent, and overcast conditions transmit 31 percent. Once adjusted for elevation and clouds, this value is then divided by a conversion factor of 25 and rounded to the nearest whole number. This results in a number that typically ranges from 0 to the mid-teens. This value is the UV Index. The formula for calculating the UV Index is: (UV radiation effect on skin) X (percent eIeVation) X (sky conditions) / conversion factor = UVIndeX Now, calculate the UV Index for three days using the following information. The UV radiation effect on skin is 300 for each day. You live one kilometer above sea level. The first day has clear skies, the second day has scattered clouds, and the third day has overcast conditions. What is the UV Index for each day? O I 3E 3'9ch HBHOVEI v ".17 radiates m .2 ; AFartn Irresmerogam ofrneUS Enw Irno mama/Prnotemomge cy www epa gov/sunwise SunWise Word Problems Supplemental Estimated Time 40 — 50 minutes Directions Have the class solve the following word problems. The variables in the problems are not scientifically accurate. Questions and Answers 1 There are two SPF numbers Whose sum is 45. Four times the first equals twice the second. What are the numbers? 15, 30 2 Three bottles of sunscreen and two pairs of sunglasses weigh 32 oz. Four bottles of sunscreen and three pairs of sunglasses weigh 44 oz. All bottles of sunscreen weigh the same and all pairs of sunglasses weigh the same. What is the weight of two bottles of sunscreen and one pair of sunglasses? 2(8)+4=20 oz. 3 A clothing company can make long—sleeved shirts for $4 each with a daily overhead of $600. If they sell shirts at $5.20 each, then how many shirts must they sell to have a profit of greater than 10 percent above their daily cost? 550 shirts «8 4k a 23% Scientists use a mathematical formula to calculate the UV Index. When calculating the UV Index, one factor they use is a value representing the total effect a given day’s UV radiation will have on skin. This value is then adjusted for the effects of elevation and clouds. UV at the surface increases about 6 percent per kilometer above sea level. Clear skies allow 100 percent of the incoming UV radiation from the sun to reach the surface, whereas scattered clouds transmit 89 percent, broken clouds transmit 73 percent, and overcast conditions transmit 31 percent. Once adjusted for elevation and clouds, this value is then divided by a conversion factor of 25 and rounded to the nearest whole number. This results in a number that typically ranges from 0 to the mid—teens. This value is the UV Index. The formula for calculating the UV Index is: (UV radiation effect on skin ) X (percent elevation) x (sky conditions) / conversion factor = UVIndeX Now, calculate the UV Index for three days using the following information. The UV radiation effect on skin is 300 for each day. You live one kilometer above sea level. The first day has clear skies, the second day has scattered clouds, and the third day has overcast conditions. What IS the UV Index for each day? JS DEPOSlTORY 0041 HUG 04 2007 .WERSITY OF CALIFORNI For more information on how the UV Inde1B’ERKF' EY calculated visit the SunWise Web site at 58 WWW.epa.g0V/sunWise/uvcalc.htm1. Day 1: 300 x 1.06 x 1.00 / 25 = 13 Day 2: 300 x 1.06 x 0.89 / 25 = 11 Day 3: 300 x 1.06 x 0.31 / 25 = 4 uv meter a program that radiates good ideas A Parrnersh/p Program of the U. S. Environmenta/ Protect/on Agency www.epa.gov/sunw13e Daily reporting of UV intensity data by school children will enable students to understand the scientific concepts related to ozone depletion and UV radiation. It will help them modify their outdoor behaviors to limit exposure and future incidences of adverse health effects. This section includes instructions for operating your hand-held UV meter as well as three activities beyond entering your data on the SunWise Internet Site. These activities are aligned with the national educational standards as identified on the educational standards matrix cards for grades 3-5 and 6-8. Good luck With your UV monitoring efforts! UV Meter Activities 1 What Works? Effectively Blocking UV Rays 2 Chart and Graph UV Intensity 3 Reflecting UV Radiation JS DEPOSITORY 0041 AUG 01 2007 JNNERSITY OF CALlFORNl. BERKFI EY A Fame/ship ngram of the US, Environmental Protection Agency www.epalgov/sunWIse I l A a program that radiates good ideas A Partnership Program a! the U. S. Environmental Protection Agency www.epa.gov/sunWIse H and-held UV Meter: Device Operating Instructions The activities in this section require the use of an ultraviolet (UV) meter. If you choose to purchase a hand- held UV meter, several vendors can be found on the Internet. We urge you to check the open market for price, quality, and delivery terms before purchasing any items. EPA cannot endorse the products and services of these vendors. Some hand-held UV meters measure the intensity of the sun’s UV rays based upon the UV Index (UVI) scale of] to 11+ (low to extreme). UV Index Values UV Index values depict intensity levels on a 1 to 11+ scale in the following way: Index Number Intensity Level 3 2 Low 3 to 5 Moderate 6 to 7 High 8 to 10 Very High 1 1 + Extreme While you should always take precautions against overexposure, you should take special care to adopt safeguards such as SPF 15+ sunscreen, hats, sunglasses, protective clothing, etc., as the UV Index value gets higher. Registered SunWise schools and partners can enter daily UV forecast and intensity data by logging on to the SunWise Web site at www. epa.gov / sunwise / enterdata.html. Detailed instructions for entering the data can be found on the site. Precautions ° Use your meter to monitor only the sun’s natural radiation. It should never be used to measure UV from artificial sources such as sun beds. 0 Staying in the shade does not provide complete protection from UV radiation due to the scattering effect of UV radiation. 0 High temperature and humidity may lead to incorrect results. Do not leave the device in conditions of high humidity or temperature for long periods. 0 The meter may fail to operate correctly if the sensor window is not kept clean. Remove dirt with a piece of soft cloth moistened in alcohol (ethanol, isopropanol). Use cleaning fluids sparingly. 0 Upon leaving the factory, the meter is carefully calibrated. Improper handling (water immersion, strong shocks) may alter the meter’s parameters. Handle‘with care. Your UV meter should not replace your common sense or current method of avoiding skin and eye damage by the sun. a prowam that A Partnership Program at the US, Environmental Protection Agency www.epa.gov/sunWIse About the UV Index The UV Index, developed by the National Weather Service and EPA, provides a forecast of the expected risk of overexposure to the sun and indicates the degree of caution you should take when working, playing, or exercising outdoors. The UV Index predicts UV intensity on a 1 to 11+ scale, where 1 indicates a low risk of overexposure, and 11+ means an extreme risk. Calculated on a next- day basis for every ZIP Code across the United States, the UV Index takes into account clouds and other local conditions that affect the amount of UV radiation reaching the ground in different parts of the country. For more detailed information on UV radiation and the UV Index, read the factsheets that can be found in the SunWisdom section of this Tool Kit or log onto the SunWise Web site, www.cpagov /sunwise. JS DEPOSITORY 0041 Auemzoor JNIVERSITY OF CALIFORNI, BERK Fl EY CD _.{ C U m Z _| T) > (D m A a [IMJHHH [M11 radiales m A Partnership Program of Me U S Envuonmenral Prarectian Agency www.epa.gov/sunwise What Works? Effectively Blocking UV Rays Directions Take the UV meter outside. Check and record the unfiltered UV level. Next, cover the meter with a plastic bag, and apply sunscreen on the outside of the bag over the sensor area. Check and record the UV level and sunscreen SPF number. Try this for a variety of sunscreens with different SPF numbers. Use a clean bag for each sunscreen application. Next, try the same experiment with sunglasses. Cover the UV meter sensor area with different pairs of sunglasses. Record your results. Lastly, try it with different types and colors of cloth. Vocabulary Words Sensor — The area on the UV meter that senses the UV level. SPF — Sun Protection Factor; a number indicating how protective a sunscreen is against UVB rays. Questions What SPF number seems to be the most protective against the sun’s harmful UV rays? How much of a difference did it make? Which pair of sunglasses filtered out the most UV rays? Were they UV sunglasses? What kind of cloth filtered out the most UV rays? Was there any difference in similar types of cloth but with different colors? From what you have learned from this experiment, what precautions should you take when going outside in order to protect yourself from the sun’s harmful UV rays? _1 [T] > O I I'TI :U "U > O [Tl A 1| [HHAHJ'H Hm! radiates mmnl Influx. What Works? Effectively Blocking UV Rays Estimated Time 40 — 50 minutes Suppfies UV meter Plastic bags Pairs of UV and non-UV sunglasses Variety of sunscreens with different SPF numbers Variety of fabric pieces Learning Objective This activity will show students that different sunscreens, coverings, and sunglasses can have a real effect on UV levels. This will emphasize to students the need to wear sunscreen, while at the same time helping them distinguish the effectiveness of different types. Assess student comprehension by asking them to predict what levels of protection different materials would offer, other than the ones you’ve tried in the experiment. Directions Take the UV meter outside. Have one student check and record the unfiltered UV level. Next, have the class take turns covering the UV meter with plastic bags and applying different sunscreens on the outside of the plastic bag over the sensor area. Make sure the students apply an even \ l // amount, no thicker than you would apply on your body. 5‘ Have the students check and record the UV reading A Partnership Program of [he US. Environmental Protection Agency www.epa.gov/sunWIse AUG 0 1 2007 JNIVERSITY OF CALlFORNI. BERKFI EY and sunscreen SPF number with each sunscreen. Try this for a variety of sunscreens with different SPF numbers. Use a clean bag for each sunscreen application. Next, try the same experiment with sunglasses. Have the class cover the UV meter sensor area with different pairs of sunglasses, and record the results. Finally, try covering the sensor with different types and colors of cloth and record the results. Questions and Answers 1 .h What SPF number seems to be the most protective against the sun’s harmful UV rays? How much of a difference did it make? Since SPF 15Vfilters out 93 percent of UVB radiation, and SPF 30 filters out 97 percent, there should be little noticeable difference with SPF numbers higher than 15; there should be a difference between 4 and 15. Which pair of sunglasses filtered out the most UV rays? Were they UV sunglasses? Answers may vary. Yes, if the UV reading was low. What kind of cloth filtered out the most UV rays? Was there any difference in similar types of cloth but with different colors? Your answers will vary. Generally, tighter weave provides greater protection. Given what you have learned from this experiment, what precautibns should you take when going outside in order to protect yourself from the sun’s harmful UV rays? Answers will vary, but students might say wearing sunscreen of SPF 15 or higher, UV blocking sunglasses, and tightly-woven clothing. 4 (D —l. C U, 'I'I‘I: Z __1 ‘U )> (I) m A Partnership Program of me U S Enwmnmemfl Plarecnon Agency www.epa.gov/sunWISe Chart and Graph UV Intensity Directions Working with a partner or group, take turns going outside to record the UV intensity with the UV meter and the weather conditions (sunny, cloudy, rainy, etc.) at approximately the same time each day. Record your findings in a logbook or chart. After all the data is recorded, graph and analyze your data. Questions 1 What difference does the weather make in the UV intensity each day? 2 On which days are the sun’s UV rays the most dangerous? The least? Why? _| m > O I [TI 3 .0 > C) m A Partnership Program 01079 US. Environmental Prolecn'an Agency wwwepagov/sunwuse Chart and Graph UV Intensity Estimated Time This activity should take a few minutes each day for recording data. The graphing and discussion should take 40-50 minutes once the data is collected. The entire activity could last one to two weeks, depending on how the class is divided. Suppfles UV Meter Logbook or chart for data Learning Objective This activity will emphasize that harmful UV rays are present in any type of weather, not just when sunny. Students should always be SunWise, even on a cloudy day. Assess student comprehension of this message by asking the class to make a list of the clothing they wore each day of the experiment. Ask them how they would change that behavior now, knowing that there were UV rays present even on the cloudy days. Directions Divide the students into pairs or groups. Each pair will take turns going outside to record the UV intensity with the UV meter and the weather conditions (sunny, cloudy, rainy, etc.) at approximately the same time each day. Students may also use the SunWise Web site, www.epa.gov /sunwise / uvindex.html, to retrieve current UV readings and past UV data. Students should record their findings in the logbook or chart that you provide. After all the data is recorded, instruct the students to graph and analyze the data. Questions and Answers 1 What difference does the weather make in the UV intensity of each day? The sun’s UV rays are less affected by the weather than many students would think. 2 On which days are the sun’s UV rays the most dangerous? The least? Why? UV rays on cloudy days, as well as sunny days, can cause damage to unprotected skin and eyes. UVB rays fluctuate with time of day and season. UVA rays are consistent throughout the day and year and can pass through clouds. JS DEPOSITORY 0041 AUG 0 i 2007 JNIVERSITY OF CAL|FORNL 6 BERKFI EY Reflecting UV Radiation CD _' C D m Z _{ ‘U > O m Directions In this activity, you will work with your teacher to determine the changes in UV intensity by comparing UV readings between direct sunlight and a variety of reflective surfaces. Using the chart below, record the correct values taken from the UV meter as the meter is placed in a variety of scenarios. Questions 1 In which scenario was the UV intensity the greatest? What was the UV reading? 2 In which scenario was the UV intensity the least? What was the UV reading? . g g 1g i M? 3 Which surface was most UV-reflective? Which ‘ '5 ’ ‘“ 3‘ ‘ i ‘ ‘ ' was least UV—reflective? Why? A . :21 :' radiates ‘1 ‘ 1 A Farmers/up Program of the U S, Enwranmemal Protection Agency www.epa.gov/sunwise What are some similarities between your behavior in the sun and the scenarios in which you placed the UV meter? What are some differences? List some additional scenarios you participate in—sitting inside a sun-filled room or car, for example. What do you think the UV intensity would be if the meter were placed in the same scenario? Scenarios UV Meter Reading In direct sunlight In shade Reflecting off sand Reflecting off water Reflecting off aluminum foil UV _{ m > O I m E 13 > C) m A Partnership Program 0! the us. Envrranmentq/ Protection Agency www.epa.gov/sunwuse Reflecting UV Radiation Estimated Time 30 minutes Suppfles UV meter Plastic bag (to protect the UV meter) A large bowl, bucket, or dishpan 1 lb. of sand 1 gallon of water Aluminum foil (enough to line the bowl) Learning Objective The goal of this activity is to demonstrate changes in UV intensity by comparing UV readings from direct sunlight and a variety of reflective surfaces. Assess the prior knowledge of the students by asking them to predict readings caused by the different surfaces and why they selected those values. After the activity, discuss their results. Compare their predictions with their actual results. Directions Take students outside on a sunny day. Choose a location that offers students proper shade coverage, but allows you to place the experiment materials in direct sunlight. Take a UV reading using the UV meter. Have students record the UV reading in the appropriate space On the chart provided, or one that they have constructed to collect data. Use the UV meter in the scenarios listed, and instruct the students to record the readings in the appropriate spaces on their chart. Remember, the UV meter is not waterproof. Don’t forget to protect it with the plastic bag. UV Meter Scenarios Take a reading with the UV meter facing down toward the sand. Take a reading with the UV meter facing up on the sand simulating sunbathing. Take a reading with the UV meter pointing toward the bowl of water placed in the sun. Take a reading with the UV meter pointing toward the aluminum foil placed in the sun. After your students have completed this experiment, return to your classroom to discuss the findings. JS DEPOSITORY 0041 AUG 0 12007 JNNERSITY OF CALIFORNL ’ BERKFI EY UV A [Tl > O I m I] 'U > C) F“ l\) Questions and Answers 1 A Partnership Program of the U S, Envvrunmenrql Protechan Agency www.epa.gov/sunWIse In which scenario was the UV intensity the greatest? What was the UV reading? Answers will vary. In which scenario was the UV intensity the least? What was the UV reading? Answers will vary. Which surface was most reflective? Which was least reflective? Why? Answers will vary. What are some similarities between your behavior in the sun and the scenarios you placed the UV meter in? What are some differences? The scenarios were designed to mimic our behavior in the sun. Differences would include the use of sunscreen, sunglasses, or protective clothing; the use of these items would add protection from the UV rays. List some additional scenarios you participate in; sitting inside a sun-filled room or car, for example. What do you think the UV intensity would be if the meter was placed in the same scenario? Try it out. The answers will vary depending on whether the windows are treated to block UV rays. Car windshields generally protect against UVA and UVB, while the side windows are not as protective. US DEPOSITORY 0041 AUG 0 12007 JNIVERSITY OF CALIFORNL BERKFI EY A Partnership Program of the U. 8. Environmental Protection Agency www.epa.g0v/sunWIse Becoming a SunWise School The school day makes up a major part of a child’s everyday life. The time children spend outside of the classroom, including recess, lunch, physical education classes, field trips, and after-school activities, can result in a significant amount of sun exposure, especially if it occurs during the hours of peak sun intensity from 10 am. to 4 pm. Children need to be physically active, but must learn to protect themselves from overexposure to ultraviolet radiation. Given that sun damage is cumulative, schools need to recognize that everyday exposure counts. Overexposure to the sun can cause serious health problems such as skin cancer, cataracts, and immune system suppression. Schools can play a major role in preventing these adverse health effects by: 0 Instilling SunWise behaviors in students and staff through education. 0 Providing a school environment that is SunWise, including both physical and policy enhancements. Becoming a SunWise School may require changes to the school’s physical environment and policies and practices. Some changes may take longer than others to implement. Some changes may involve costs, but many can be implemented with little or no cost to the school. The key is to recognize sun safety as an important health issue, and to make changes that are feasible and realistic for your school. Skin cancer and the other harmful health effects from overexposure are largely preventable, and by making these changes, positive steps are taken toward a healthier future. US DEPOSITORY 0041 AUG 0 12007 a program J N IVERS 'TY OF C AL' F ORN I A Partnership Program of the US, Environmental Protection Agency I www.epa.gov/sunWIse BERKFI EY I l A a program that radiates good ideas A Partnership Program of the US. Environmental Protection Agency www.epa.g0v/sunWIse Why Being SunWise is Important for Children School Age Focus Skin cancer experts and researchers used to warn the public that children need to use sun protection to prevent skin cancer later in life. Now the experts and researchers are warning the public that children need to use sun protection to prevent skin cancer at an early age and later in life. Two recent studies find that melanoma and the two major types of nonmelanoma skin cancer—basal cell and squamous cell carcinoma——are rising dramatically in young Americans. First, the incidence of pediatric melanoma in US cancer registries increased 46 percent from 1973 to 2001 among children (age < 20 years) and young adults (age 20 to 24 years). Second, a population—based study using very complete and extensive data from Minnesota demonstrated an increase in the incidence of nonmelanoma skin cancer among young women and men, with a particularly strong increase in basal cell carcinoma in young women. The authors of both studies concluded by calling for a strong focus and emphasis on skin cancer prevention in young populations, including young adults. wér .HU-‘e Melanoma: A Teen Survival Story As mentioned, it is important for people of all ages, young and old, to be sun-safe. Kim Clark, a high school soccer star from Arizona and a volunteer for The SHADE Foundation, knows how important it is to be SunWise. Here is her story: How old were you when you were diagnosed with melanoma? Kim: I was 13. But I had my first mole removed when I was 9 years old. Then at 13, I was told it was Stage IV melanoma. Again, now at 14, I have had a couple more moles removed. What was it like when the doctor told you that it was melanoma? Kim: I was very shocked. I didn’t know what melanoma meant. When you read on the Internet or in books, people don’t get melanoma at the age of 13. It affected my family drastically, but we became stronger. I went through the church and talked with many of my friends and family. They all gave me a lot of support. We realized that it does happen to young kids and we need to really think about how we are protecting ourselves. I made a saying with my dad that we’re going to score the goal and we’re going to win the game to fight cancer. How difficult was it to go through treatment? ‘ Kim: I had to get 4 radiatiOn shots for the surgery so they could find where the cancer was feeding from. The radiation shots hurt really bad. They took lymph nodes out of my underarm and a few sentinel nodes. They cut down to the muscle in my back and there is now a 5-inch scar. The results came back that they got it all, so I was lucky not to have to get chemo. - You’ve been playing soccer for a long time, so you’ve spent a lot of time outside. Was sun protection anything you ever thought about before? Kim: I put sunscreen on, but I never really thought about if I was putting it on the right way or if I was putting on enough. I wasn’t really aware of what could happen. I’d put it on because my parents told me to, but then I never reapplied it while spending hours in the sun. I never really burned and I have never used a sun-tanning booth. HOW have your sun protection behaviors changed? Kim: I’ve learned how to put on sunscreen the right way. An hour before I go out into the sun, I glaze it over my body and let it soak in. Then when I get to my destination, I put it on again and rub it in. I do it every hour while I’m outside. There are some special shirts that have sun protection in them that I wear under my soccer jersey and then I put sunscreen on. My parents also bought portable shade structures to use on the soccer fields so we can sit in the shade on the sidelines. How easy is it to follow sun protection practices now? Kim: I find it pretty easy. Easy enough that I should have done it before. Most of my friends have realized that, “Hey, we know someone who has gone through this.” They have pulled together and wear sun protection. All of my friends do it. What is your opinion on the look of being tan? Kim: I think it looks ugly and it’s kind of stupid to be doing that. I think that pale is pretty. All of my friends say that they’re going to be pale with me. Some kids at school comment on how pale I am, but I just tell them that I know the consequences. Why is it important for you to become a spokesperson for sun protection? Kim: I want to help spread sun protection awareness to everybody. I want to let people know that it can happen to young people too. Becoming a SunWise School Step One Define Goals Examples of some goals that you might set for your school are: ' Increase sun safety awareness in your school and surrounding communities. 0 Adopt practical sun protection measures. 0 Help students acquire SunWise behaviors through education about the dangers of overexposure to ultraviolet (UV) rays and measures they can take to protect themselves. 0 Encourage students and staff to use broad-spectrum SPF 15+ sunscreen and wear protective clothing, appropriate hats, and sunglasses when outdoors. 0 Provide a physical environment that is sun-safe, i.e., with shade coverings or trees. 0 Communicate with parents and community members about your school’s SunWise practices. Step TWO Evaluate Your School The “Evaluate Your School” tool is located on page 5 of this policy section. This tool can be very helpful in assessing the current state of your school’s sun protection practices and what you can do to make your school more SunWise. Please take a couple of minutes to take this “quiz” and add up the total number of points to obtain your score. Refer to the score key for helpful hints for what steps to take to implement SunWise practices in your school. Then advance to Step Three. Step Three Write an Official SunWise School Sun Safety Policy Formalizing your school’s Sun Safety Policy in writing will assist in putting your goals into action. It will also help you communicate your school’s policy to staff, students, and the surrounding community. Please note, the term “policy” throughout this document may be defined somewhat loosely. School policy can often imply official regulations. Here, we are referring to Ll woman! that A Partnership Program of the US. Environmental Protection Agency www.epa.gov/sunWIse practices and procedures that are developed and adhered to within each school to benefit the health and safety of its students. The SunWise policy section contains many helpful ideas for practical and feasible practices that your school can adopt. We realize that some may be easier to implement than others. In addition, some may require permission and/or input from school principals, the superintendent, other staff, and community members. We offer a number of suggestions to facilitate the process of involving school leaders and getting them on board with these practices, including: 0 Make an appointment with the school principal to discuss sun protection practices you would like to implement in your school. 0 Be prepared with background information on the importance of sun protection in general, development of sun—safe health habits, and having a sun-safe school environment. JS DE’POSITORY 0041 AUG 0 12007 JNlVERSlTY OF CALlFORNl. BERKFl EY Step Three continued 0 Have support from parent-teacher organizations, other parent groups, and/or other staff members. 0 Include an action plan with ideas of what practices you would like to implement, how they can be implemented, how funds can be made available, and what contacts you will likely need. Suggested Focus Areas for Your SunWise School Sun Safety Policy By completing and reviewing the Evaluate Your School tool, you are now ready to develop a school sun safety policy. Please refer to the Checklist (page 7) of this policy section. Use this Checklist as a goal— setting tool and check off which practices you will work on implementing in your school. Options include: Environment ° Increase the number of shelters and trees to provide adequate shade on the school grounds. 0 Schedule outdoor activities before 10 am. and after 4 p.m., especially during the months when UV radiation .is most intense. «r ' ‘ ‘ ’ - ’33- ‘5 Hold outdoor activities in shady areas whenever possible. r,“‘\ .~.' ‘ my .;- ‘\ Hz»; r School Practices 0 Incorporate the SunWise curriculum into the health or regular classroom curriculum. (See Integrating Sun Protection into Lesson Plans, page 16). 0 Work with parents to provide SPF 15+, broad—spectrum, water- resistant sunscreen for student use. 0 Make sunscreen available to students. 0 Find out if any students have sun sensitivities or sunscreen allergies and allow for necessary precautions. 0 Allow children to wear sunglasses that block 100 percent of UVA and UVB, and hats, which will help protect the face, neck, eyes, and ears whenever the children are outside. 0 Ensure that sun safety policies are reflected in the planning of all outdoor events, including field trips. 0 Provide resources and education to staff on sun protection and the SunWise curriculum. 0 Sign up to receive the daily UV Index and occasional UV Alerts (visit www.cpagov /sunwise/ uvindex.html and click on Enviro Flash), and let children and staff know what the UV intensity is a program A Partnership Program of the U. 8. Environmental Protection Agency www.epa.gov/sunwise expected to be. For more information on the U V Index, please see the Sun Wisdom section. Behavior 0 Encourage staff and parents to act as role models for students by practicing sun-safe behaviors. 0 Encourage the daily application of sunscreen before school and prior . to outdoor activity. 0 Encourage students to use available shaded areas for outdoor activities. Look to your community to help enhance your program ideas. Local medical professionals, business people, media, and others can provide skills, information, and materials to support your SunWise School Sun Safety Policy. Also, remember to include parents in your efforts. They can help raise awareness and support in the community for future funding of environmental changes, such as planting trees or building shade structures. Step Four Communicate with Parents and Community Members SunWise safety messages must be reinforced beyond the classroom in order to change policies and behaviors. Making sure that the SunWise message is reinforced in both home 3 Step Four continued and community environments is a Vital component in the creation of sun-safe behaviors in students. This can be achieved through active communication with parents, guardians, area news services, and other community members. 0 Communicate your rationale for the policy changes and the goals that you expect to achieve. 0 Use language that is inclusive and understandable to your audience (parents, staff, students, and the community at large). 0 Regularly reinforce sun safety behaviors in a positive way through newsletters, parent-teacher meetings, and student/teacher activities. 0 Refer to templates located in this policy section for communication outlets, including permission slip, parent handbook, and example blurbs and articles for newsletters and nurse’s notes. The following are some other suggestions for getting students, staff, parents, and your community involved with your school’s sun safety policy: 0 Distribute your school’s SunWise policy, as well as relevant fact sheets from the Sun Wisdom section of this Tool Kit, to staff, parents, and the local community. 0 Forge partnerships with other teachers and administrators, parent organizations, local nonprofit and civic organizations, recreational programs, businesses, and the media, in particular weathercasters. Use partnerships to build support for the program and sun safety policies. 0 Involve the media to the fullest extent. Distribute press releases about SunWise activities that your school is sponsoring to local media outlets. 0 Encourage students, staff, parents, and other community members to sign up for EnviroFlash UV Index emails. 0 Present a sun safety information session at a staff, school council, and/or PTA meeting. 0 Network with your local businesses and encourage them to provide incentives, such as hats, sunglasses, and sunscreen, to reinforce the habits and messages of sun protection. 0 Get your local community involved and excited by organizing a A Partnership Program of the Us. Environmental Protection Agency www.epa.gov/sunWIse SunWise block party, field day, or assembly. Invite all of your students, staff, parents, and community members. Keeping your SunWise School Sun Safety Policy fresh in the minds of your community will ensure enduring SunWise behaviors and better health for all. 0 Team up with organizations listed in the Resources section of this Tool Kit to help promote sun safety awareness and practices. 0 Participate in and sponsor commemorative programs where donations can lead to planting trees or constructing shade structures on your school grounds. The following pages contain examples of correspondence you might use to inform parents about your SunWise School Sun Safety Policy and alert the media to your SunWise activities. In addition, you will find a sample SunWise School Sun Safety Policy. Use these examples as starting points for your own outreach activities. us DEPOSITORY 0941 AUG 0 12001 JNNERSITY OF CALIFORNL BERKFI EY Evaluate Your School Use this evaluation tool by answering the following questions to determine your school’s current sun protection practices. Add up the total number of points from all of the questions below and refer to the key for suggestions on how to make your school more SunWise. Assess the use of school grounds in relation to availability and use of shade: How many trees or shade structures are on your school grounds? 9 Many 0 Few 6 None Are shaded areas available to students during lunch, recess, physical education, and sports? 9 Yes 0 Somewhat o No Approximately what proportion of outdoor space is sheltered by structures and/or trees? 9 (ac—100% 9 33—66% 0 0-33% Can the amount of shade be realistically increased in areas of high student use? 9 Yes 0 Somewhat 0 No Are there currently any future plans for adding new trees/structures or new construction or renovations that would provide more shade? 9 Yes 0 Possibly, if can secure funding a Not at this time . I A i (A a program that radiates good ideas A Partnership Program 0/ the U. 5. Environmental Protection Agency www.epa.gov/sunwise Assess current school policies for aspects that encourage or discourage SunWise practices: Are the students allowed to apply sunscreen in school? 9 Yes 0 Only on field trips/field days 0N0 Are teachers and nurses allowed to apply/help apply sunscreen to students? 9 Yes 0 Teachers monitor while students apply it themselves a No, they are not allowed Are students allowed to wear hats on school grounds? 9 Yes, but not in the building 0 Only allowed on field days/field trips G No At what time of day are outdoor activities scheduled? a All before 10 am. & after 4 pm. a Try to avoid 10-4 0 Most 10-4 Are sun safety facts and reminders often communicated with parents through the use of newsletters, nurse’s notes, education pamphlets, etc.? 9 Yes, written forms of communication often include sun safety information o A summer reminder is usually distributed @No Are parents or guardians included in sun safety decisions made by the school? 0 No 9 Yes 0 Somewhat Look at current student and staff behaviors through a SunWise lens: How many students come to school wearing sunscreen? 0 Some 0 None 9 Most What are the sun safety behaviors of school staff and administration? Do they act as role models in the reinforcement of school policies? 9 Most wear sunscreen and protective gear, seek shade 0 Some try to practice a few sun safety behaviors 0 None Do students and staff make use of available shade during outdoor activities? 9 Yes, shade is mostly utilized 0 Somewhat 0N0 I l A a program that radiates good Ideas A Partnership Program of the U. 3, Environmental Protection Agency www.epa.gov/sunWIse 0—9 Points Your school still has some work to do to make it SunWise. The SunWise program will greatly help in the efforts to integrate sun safety into your school’s daily practices. The first step is realizing that this is an important issue that affects your students’ and staff’s health. The next step is to raise this awareness to the school community. By using this Tool Kit to integrate a sun safety curriculum and to establish sun—safe practices, your school will become SunWise. Please review the Checklist (see page 7) for many important steps that can be taken in your school. 10—19 Points Your school has already taken some important steps toward becoming SunWise. However, by using this Tool Kit, you can improve your school’s efforts even further. It may be helpful to take a closer look at your school grounds to assess where it may be possible to increase the amount of shade. Consider adding other practices noted on the Checklist (see page 7). Other ideas are to increase the amount of communication already done to parents regarding the importance of sun safety through outlets such as newsletters, and to develop protocols for sunscreen and protective gear use (e.g., hats, sunglasses). 20—28 Points Your school is doing a really good job at being SunWise. By using this Tool Kit, you can help improve the efforts even further. Besides supplying a creative curriculum, it also suggests further opportunities that your school can take on to expand current practices. In addition to suggestions from above, it might be beneficial to work on fundraisers to increase the amount of available shade on the school grounds, or to try to adjust outdoor activities to occur outside the 10 am. to 4 pm. time period. JS DEPOSITORY 0041 A36 0 12007 JNII’CV‘ERSITY OF CALIFORNL RF'Dk-m :v 6 . I i l a Drogram that radiates good ideas A Partnership Program of the U. 5. Environmental Protection Agency www.epa.gov/sunw:se Developing a School Sun Safety Policy Checklist Please review the following menu of sun protection practices. Check off (I) the selections that are most feasible to implement in your school (select all that apply). Environment CI Increase the number of shelters and trees on the school grounds. CI Adjust schedule of outdoor activities. CI Hold outdoor activities in shady areas whenever possible. School Practices Incorporate the SunWise program into the health or regular classroom curriculum (see Integrating Sun Protection into Lesson Plans, pages 16-18). C] Work with parents to provide sunscreen for student use. Cl Make sunscreen available to students at school. D Allow children to wear sunglasses and hats whenever they are outside. Cl Ensure that sun safety policies are reflected in the planning of all outdoor events, including field trips (see Sample Language template, pages 11-12). CI Provide resources and education to staff on sun protection and the SunWise program. Cl Sign up for EnviroFlash UV emails and report the daily UV Index to the student body and staff. Behavior Cl Encourage staff and parents to act as role models for students by practicing sun-safe behaviors. CI Encourage the daily application of sunscreen before school and prior to outdoor activity. Cl Encourage students to use available shaded areas for outdoor activities. Communication CI Communicate your rationale for the policy changes and the goals that you expect to achieve with the school community. CI Regularly reinforce sun safety behaviors and facts through newsletters, parent handbook, parent-teacher meetings, and student/teacher activities (see Sample Language template, pages 11-12). CI Work with parent-teacher organizations to coordinate fundraisers for sun protection initiatives and to organize educational opportunities in the community (see Donation Letter template, page 13). Sample Letter to Parents Dear Parent/Guardian/Caregiver: At [School Name], we are committed to providing your child with a healthy environment. Overexposure to the sun can cause serious health problems such as skin cancer, premature aging of the skin, and other skin disorders; cataracts and other eye damage; and immune system suppression. We know children need to be physically active, but they must learn to protect themselves from overexposure to ultraviolet (UV) radiation. The amount of time children spend outside the classroom, including recess, lunch, physical education classes, field trips, and after-school activities, can result in a significant amount of sun exposure. Our school has developed sun safety practices to provide each student the support needed to be sun-safe. Sun damage to the skin is cumulative. Because of these factors, we ask that you support us as we strive to make [School Name] a sun-safe school. Please help us reinforce the sun safety messages that children will be learning in school by encouraging them to use and practice the following actions: Do Not Burn Five or more sunburns double your risk of developing skin cancer.‘ Avoid Sun Tanning and Tanning Beds UV light from tanning beds and the sun causes skin cancer and wrinkling. If you want to look like you’ve been in the sun, consider using a sunless self- tanning product, but continue to use sunscreen with it. Generously Apply Sunscreen Generously apply sunscreen to all exposed skin using a Sun Protection Factor (SPF) of at least 15 that provides broad—spectrum protection from both ultraviolet A (UVA) and ultraviolet B (UVB) rays. Reapply every two hours, even on cloudy days, and after swimming or sweating. Wear Protective Clothing Wear protective clothing, such as a long- sleeved shirt, pants, a wide-brimmed hat, and sunglasses, when possible. Seek Shade Seek shade when appropriate, remem- bering that the sun’s UV rays are strongest between 10 am. and 4 pm. Use Extra Caution Near Water, Snow, and Sand' Water, snow, and sand reflect the damaging rays of the sun, which can increase your chance of sunburn. 3111109 111111111 radiates (10011 l(l(15 A Partnership Program of the U 5. Environmental Protection Agency www epa gov/sunwise Watch for the UV Index The UV Index provides important information to help you plan your outdoor activities in ways that prevent overexposure to the sun’s rays. Developed by the National Weather Service and EPA, the UV Index is issued daily nationwide. To receive daily UV forecasts via email sign up for EnviroFlash at www.epa.gov / sunwise / uvindex.html. Get Vitamin D Safely Get Vitamin D safely through a diet that includes Vitamin supplements and foods fortified with Vitamin D. Don’t seek the sun. Skin cancer and the other harmful health effects from overexposure are largely preventable, and by making these changes, positive steps are taken toward a healthier future. Enclosed with this letter is a copy of [School Name]’s new sun safety policy. Please contact [contact name and phone number] if you have any questions or concerns, or if you would like further information on sun protectiufi DEPOSlTORY 0041 Sincerely, AUG 0 1.2007 [SChOOIMVERSWflLIFO RN l BERKFI EY_ Sample Press Release [Date] [Contact name and telephone number] [Your City, State, Date] [School Name] Kicks Off SunWise Program 0 [School Name] announced this week that it will initiate a new policy of sun protection practices to become a SunWise School. Overexposure to the sun’s harmful ultraviolet (UV) rays can result not only in a painful sunburn, but can also lead to serious health problems, including skin cancer and eye damage. 0 [School Name] believes that it is important to get involved because the school environment allows the opportunity to reach a significant number of youth at a time when health habits are still being formed. 0 [Optional: If events are planned, includez] Locally, an event will be held in recognition of [School Name]’s partnership with the US. Environ- mental Protection Agency to become a SunWise School. There will be a [details of event - what, where, when, contact information]. All community members are welcome to attend. 0 The SunWise Program consists of a variety of efforts that the school will undertake to encourage children and their families to be sun-safe. SunWise aims to create a healthier environment by minimizing overexposure to UV radiation. Facts About Sun-Related Illnesses ° Overexposure to the sun may lead to skin cancer, cataracts, immune system suppression, and premature aging of the skin. A Partnership Program of the US. Environmental Protection Agency www.epa.gov/sunw:se 0 Skin cancer is more common than all other types of cancer combined, with more than 1 million new cases diagnosed each year nationwide. 0 Locally, [add recent local state statistics, Visit http:// s ta tecan cerprofll es. can cer. go V] Action Steps for Sun Protection Do Not Burn Five or more sunburns double your risk of developing skin cancer. Avoid Sun Tanning and Tanning Beds UV light from tanning beds and the sun Causes skin cancer and wrinkling. If you want to look like you’ve been in the sun, consider using a sunless self-tanning product, but continue to use sunscreen with it. Generously Apply Sunscreen Generously apply sunscreen to all exposed skin using a Sun Protection Factor (SPF) of at least 15 that provides broad—spectrum protection from both ultraviolet A (UVA) and ultraviolet B (UVB) rays. Reapply every two hours, even on cloudy days, and after swimming or sweating. Wear Protective Clothing Wear protective clothing, such as a long- sleeved shirt, pants, a Wide-brimmed hat, and sunglasses, when possible. Seek Shade Seek shade when appropriate, remem- bering that the sun’s UV rays are strongest between 10 am. and 4 pm. Use Extra Caution Near Water, Snow, and Sand Water, snow, and sand reflect the damaging rays of the sun, Which can increase your chance of sunburn. Watch for the UV Index The UV Index provides important information to help you plan your outdoor activities in ways that prevent overexposure to the sun’s A Partnership Program of the US. Environmental Protection Agency www.epa.g0v/sunWIse rays. Developed by the National Weather Service and EPA, the UV Index is issued daily nationwide. Get Vitamin D Safely Get Vitamin D safely through a diet that includes vitamin supplements and foods fortified with Vitamin D. Don’t seek the sun. For more information on these SunWise events or [School Name]’s SunWise Program, please contact [Contact Name and telephone number/ e—mail] and visit www.cpagov / sunwise. US DEPOSITORY 0041 AUG 0 1-2007 JNIVERSITY OF CALIFORNI. ' 'BERKFIEY ' Sample Language Newsletters & Parent Communication For Newsletters and Nurse’s Notes Including sun protection awareness information and action steps in school newsletters is a productive way of communicating these important messages to parents. It is suggested to use a combination of types of messages including some awareness and action messages. Focus on specific action steps that parents can do to help make their child sun—safe, as well as providing the information to explain why it is so important. Awareness Information ° Sunburns during childhood are harmful and painful. It can take less than 10 minutes for a child’s skin to burn. Childhood sunburns increase the risk for skin cancer later in life. 0 Childhood burns can begin to increase the risk for skin cancer occurrence as early as the late teen years and early to mid- twenties. . 0 A significant amount of lifetime sun expOsur‘e Occurs before age 18. , Protecting skin and eyes during the first 18 years of life can reduce the risk of some types of skin cancer by up to 78 percent. Melanoma is a cancer that can affect younger people and can start as early as adolescence. 0 Children learn healthy habits best at a young age. With sun damage accumulating over a person’s lifetime, teaching the importance of sun safety habits at a young age is a priority. 0 Your child is at the age when important health habits are still being formed. Now is the time to help your child learn necessary sun protection behaviors to protect his/her skin from the damage that can happen later in life. Prevention efforts are needed across settings targeting schools, families, and communities. Action Steps 0 On appropriate days, please apply sunscreen to your child prior to sending him/her to school. We strongly encourage that your child bring and wear a sun-protective hat for all outdoor activities. To . I l a program that radiates good ideas A Partnership Program of the U. 3. Environmental Protection Agency www.epa.gov/sunWIse find out what the UV intensity is predicted to be, sign up for Enviro- Flash daily UV Index emails by visiting www.epa.gov / sunwise/ uvindex.html. ' We encourage children to enjoy physical activity and fresh air year- round. However, proper precautions should be taken to ensure that your child’s outdoor time is a safe time. It is very important for all children to protect themselves from excessive sun exposure. D Limit sun exposure, especially during the sun’s peak hours of 10 am. to 4 pm. D Use a sunscreen With an SPF of at least 15 every day. D Reapply sunscreen every 2 hours during outdoor activity. I Apply sunscreen at least 20 minutes prior to going outdoors. D Wear a hat with a Wide brim to protect the face and neck. D Wear protective gear, such as long pants, a long-sleeved shirt, and UV-protective sunglasses, to help protect skin and eyes. 11 D Encourage play in the shade. D Watch for the daily UV Index. D Be aware that water, sand, snow, and concrete can all reflect the sun’s UV rays. D Avoid and discourage tanning salon use. Example Article Most children enjoy spending time outdoors, whether it is before or after school, during recess or gym class, or on weekends. We encourage children to enjoy physical activity and fresh air year-round. However, proper precautions should be taken to ensure that when outdoors, your child is safe from the sun. Just like children need mittens and warm hats to be safe from the cold, they need sunscreen and hats to be safe from the harmful rays of the sun. Skin cancer is the most common form of cancer in the United States, but it is also the most preventable. Children can learn good health habits while they are young to help them be sun-safe. Excessive and unprotected sun exposure increases the risk of skin damage later in life. The [School Name] believes that this is an important health issue; therefore we are taking some necessary steps to incorporate sun safety into our school day. If you have any suggestions or comments regarding these sun protection practices, please contact or your own health care provider. For Permission Slip In order to ensure that sun safety policies are reflected in the planning of all outdoor events, including field trips, consider adding language about sun protection to the permission slip. An example of wording on a permission slip follows: “During this field trip/field day, your child will be outdoors for a substantial period of time. Please send your child to school with sunscreen and a hat. Your child’s teacher will give him/her time to put on the sunscreen. Also, please apply sunscreen to your child before sending him/her to school.” For Parent Handbook Most school handbooks currently contain a section on appropriate clothing suggestions for winter weather, such as coats, boots, and JNIVERSlTY 0F CALIFORNI. .ll . fih a program that radiates good ideas A Partnership Program of the U. 5. Environmental Protection Agency www.epa.gov/sunwise gloves. The suggested language below expands the clothing section to include suggestions for warm weather and sun protection. Example: “We request that parents provide appropriate clothing and hats for their children, with attention to weather conditions—cold or warm, sunny or rainy. It is also strongly encouraged that parents apply sunscreen to their child prior to sending him/her to school on days where the weather warrants it.” For Sample Policy: Curriculum Addition The inclusion of a sun safety program such as SunWise in health or regular classroom education is one key part of the new policy. Providing students with the necessary knowledge and skills, while creating an environment that reinforces these practices, will be most effective. Example: “Incorporate the SunWise program into the health or regular classroom curriculum. Included is a chart designed to assist staff in determining how this integration can be accomplished.” JS DEPOSITORY 0041 WGOlmM BERKFI EY A Partnership Program of the U. 8. Environmental Protection Agency www.epa,gov/sunWIse Donation Letter — Sample John Smith Town Tree Farm 111 Main Street Town, State 00000 Dear Sir/lVIadam: I am the [insert title/position] at [School Name]. The purpose of this letter is to inform you that we are committed to providing our children With a healthy and safe environment. Overexposure to the sun can cause serious health problems such as skin cancer, premature aging of the skin, and other skin disorders; cataracts and other eye damage; and immune system suppression. We know children need to be physically active, but they must learn to protect themselves from overexposure to ultraviolet (UV) radiation. Our school has developed sun safety practices to provide each student the support needed to be sun-safe. Sun damage to the skin is cumulative. At [School Name], we recognize that everyday sun exposure matters. Because of these factors, we’re asking businesses like yours, who believe in the health and safety of the children in our communities, for donations to help our school increase the shade on our school property. Our school needs to improve sun protection for our children. The plan is to plant trees and construct shade structures to optimize the shade usage for our children and staff. These trees and shade structures will contribute to the beautification of our school environment, but more importantly, they will provide much needed shade and reduce the possible risk of skin cancer for our children. I will give you a call in the near future to see if a donation would be possible. In the meantime, if you have any questions, please contact me at or @ Thank you in advance for your consideration and support. Sincerely, a; _ ._ ' fName) ‘ ' (Title/Position) ' 1 3 Sample SunWise School Policy To assist you with the development of your SunWise School Policy, refer to the Checklist (see page 7) to select the practices that your school has chosen to implement. Adapt this template with your new school policy for inclusion in the school handbook: At [School Name], we are dedicated to the health and well being of our community. Because of this, we have developed this SunWise policy to ensure that all students and staff attending our school are protected from overexposure to the harmful ultraviolet (UV) rays of the sun. This policy documents our SunWise protection practices in the areas of environment, school policies, and behavior. These practices will be applied to all outdoor school events, including recreational activities and field trips. Objectives The goals of our SunWise policy are: 0 Increase sun safety awareness in our school and in our surrounding communities. 0 Adopt practical, realistic sun protection measures. ' Help our students acquire SunWise behaviors by educating them about the dangers of overexposure to UV rays and measures they can take to protect themselves. 0 Develop strategies that encourage students and staff to make responsible decisions about sun safety. 0 Encourage students and staff to use broad-spectrum sunscreen and wear protective clothing, appropriate hats, and sunglasses when outdoors. 0 Open a line of communication with parents and community members about our school’s SunWise policy. I l ‘ . A a program that radiates good Ideas A Partnership Program of the U. 5. Environmental Protection Agency www.epa.gov/sunwise Environment In the creation of a sun-safe environment for staff and students, [School Name] will: - ' Increase the number of shelters and trees to provide adequate shade on the school grounds. 0 Try to schedule outdoor activities before 10 am. and after 4 p.m., especially during the months when UV radiation is most intense. 0 Hold outdoor activities in shady areas whenever possible. JS DEPOSITORY 0041 AUG 0 1 2007 JNiVERSlTY OF CALIFORNI. 1 4 BERKFI EY POLICY Policy It is our policy that [School Name] will: 0 Subscribe to EPA’s daily EnviroFlash UV emails and disseminate UV Index values when appropriate. ° Include parents and guardians in creation of all SunWise school policies. 0 Work with parents to provide SPF 15+, broad—spectrum, water- resistant sunscreen for student use. ' Make sunscreen available to students and staff. 0 Ensure that sun safety policies are reflected in the planning of all outdoor events, including field trips. ,ng Behavior Our school believes in encouraging sun-safe behaviors in our students and staff. [School Name] will: 0 Encourage staff and parents to act as role models for students by practicing sun-safe behaviors. 0 Encourage the daily application of sunscreen before school and prior to outdoor activity. 0 Allow children to wear sunglasses that block 100 percent of UVA and UVB, and hats, which will help protect the face, neck, eyes, and ears whenever they are outside. 0 Encourage students to use available shaded areas for outdoor activities. A Partnership Program 0/ the US. Environmental Protection Agency www.epa.gov/sunWIse Evaluation [School Name] will, in collaboration with parents, guardians, and community members, review the effectiveness of this SunWise policy each year. We will: 0 Review the SunWise behaviors of students and staff. 0 Assess the amount and quality of shade provided on school grounds. 0 Assess the use of shade by students and staff. References from: Fun for Everyone, Anti-Cancer Council of Victoria, SunSmart, 1994. The Sun Safety Activity Guide, National Safety Council. Special thanks to Karen Emmons, PhD. and Jodie Zwirn, MPH, Dana Farber Cancer Institute, and Alan Geller, RN, MPH, Boston University, for their contributions to the updated Policy Information section. 15 a program that radiates good Ideas A Partnership Program of the us. Environmental Protection Agency www.cpagov/sunwrse Integrating Sun Protection into Lesson Plans Instructions: Sun protection can be integrated throughout all aspects of the regular classroom curriculum in each grade. Use this tool as a guide to find appropriate sun protection lessons for the classroom. Determine the skills to be used and the amount of time alotted before selecting an activity. Grades K-2 Activities Subjects Approximate Time (Minutes) Focus/Skill Pages A SunWise Legend English/LA, Social Studies 15-20 Story, sun 1-2 Hot Potato With the Sun Health, P.E. varies Reinforcement 3-4 A SunWise Beach Party Math 15 Addition, drawing 5-6 Buy SunWise Math 20-30 Counting, money 7-8 Speedy Sun Relay Race P.E., Health 30 Running, game 9-10 Sunny Says P.E., Health 10-20 Game 11—1 2 Watch Your Shadow Science 2 (15 mins.) Shadows, demonstration 13-14 The Sun Shines Around the World Social Studies, English/LA 20-45 Geography, research, customs 15-16 Supplemental Wacky Paper Sunglasses Art 20 Crafts, cutting, demonstration 17-18 SunWise Word Search English/LA varies Reinforcement 19-20 Grades 3-5 and 6-8 continue on the following pages. JS DEPOS'TORY 0041 AUG 0 1-200? JNIVERSlTY OF CAUFORNL BERKFl EY , A a program that radiates goot lrdeas A Partnership Program of the U. 5. Environmental Protection Agency www.epa.gov/sunwrse Grades 3-5 Activities Subjects Approximate Time Focus/Skill Pages (Minutes) Sun Scoop English/LA, Health 30-60 Investigating, reporting 1—2 SunWise Word Scramble English/LA, P.E 15-20 Reinforcement 3-4 SunWise Virtual Vacation English/LA, P.E., Social Studies, Computers 45 Internet, research, writing 5—8 The Sun Shines Around the World English/LA, Social Studies 20-45 Geography, research, customs 9-10 Sun Myths From the Internet English/LA, Social Studies, Computers 30-45 Internet, research, writing 11-12 SunWise Fashion Show Health, Art 60 Presentation 13-14 UV Frisbee® Fun Health, RE. 30 Demonstration, game 15-16 Personal Skin Assessment Health, P.E., Social Studies 30 Self-assessment 17-18 Sun Safety Survey Math 20 Percentages, graphs 19-20 SunWise Word Problems Math 40—50 Word problems 21-22 Measure Your Shadow Math, Science, Health 3 (15 mins.) Shadows, demonstration, graphs 23-26 Speedy Sun Relay Race Health, RE. 30 Game 27—28 Sun Science Science 30 Demonstration 29—30 The Ozone and Me Science 30 Reading, ozone, atmosphere, Earth 31—34 UV Frisbee® Science Science 30-40 Demonstration, charting 35—38 Map a SunWise Town Social Studies, English/LA, P.E., Art 40-50 Maps, measure, draw, writing 39—40 Be a SunWise Traveler Social Studies, Math, Science, Computers 45-60 Computations, maps, reading 41 -44 Supplemental Sunny Crossword English/LA 10-15 Reinforcement 45-50 WordWise English/LA 45-50 Writing 51 -52 UV Meter Activities What Works? Effectively Blocking UV Rays Science 40-50 Demonstration, observation UV—3-4 Chart and Graph UV Intensity Science, Math 40-50 Charting, measure, predicting UV-5-6 Reflecting UV Radiation Science, Math 30 Demonstration, predicting UV-7-9 ‘ n . 17 (1 p i 0 (1 i n m A Partnership Program of the U. S. Environmental Protection Agency WWW.€p3.gOV/SURWISB Grades 6—8 Activities Subjects Approximate Time Focus/Skill Pages (Minutes) A Sunny Performance English/LA, Art 50-60 Presentation, creative thinking 1-2 SunWise Show English/LA, Art 2-3 classes Creative writing, presentation, crafts 3-4 Sun Scoop English/LA, Health 30-60 Investigating, reporting, writing 5-6 SunWise Virtual Vacation English/LA, P.E., Social Studies, Computers 45 Internet, research, writing 7-10 Sun Mythology English/LA, Social Studies 30-45 Creative writing, mythology 11-12 Sunsational Scientists in History English/LA, Social Studies 30-45 Research, astronomy, writing 13-16 The Sun Shines Around the World English/LA, Social Studies 20-45 Geography, research, customs 17-18 Why Does Winter Make Some People SAD? Health 30-45 Comprehension, health effects 19-22 Sun Safe Beach Party Health, P.E. 30-45 Situational 23-24 UV Frisbee® Fun Health, RE. 30 Demonstration, game 25-26 Personal Skin Assessment Health, P.E., Social Studies 30 Self-assessment 27-28 Bargain Shopper Math 45 Budget, research 29-30 Skin Cancer in Your State Math 40-50 Percentages, ratios, graphs 31 -36 The SunWise Surveyor Math 1-2 classes Maps, dimensions 37-38 You Are the Architect Math, Art more than 1 class period Drawing, creative thinking 39—40 Detecting UV Light Using Tonic Water Science 40-50 Demonstration, writing 41 -42 Gumdrop Science Science 40-50 Demonstration, ozone, atmosphere, Earth 43-46 UV Frisbee® Science Science 30 Demonstration, charting 47-50 Be a SunWise Traveler Social Studies, Math, Science, Computers 45-60 Computations, maps, reading 51 -54 Supplemental SunWise Flier Art, Computers 30-45 Computer graphics 55—56 SunWise Word Problems Math 40-50 Word problems 57-58 UV Meter Activities What Works? Effectively Blocking UV Rays Science 40-50 Demonstration, observation UV-3—4 Chart and Graph uv Intensity Science, Math 40-50 ChartingJfidaEFbQfiflORY 0 Wis-6 Reflecting UV Radiation Science, Math 30 . Demonstration, predicting a .6 7 UV-7-9 HUUUIL I JNlVERSlTY OF CALIFORNL ‘8 BERKFI EY M5, :: ‘ 6 ,,,‘~?" ,5: fif’flgfi“ gifi‘fiyifia‘fi? ‘%§.§y«% as? ,9“ fif w mugs, ~ Am, A Partnership Program of the U. S. Environmentai Protection Agency www.epa.gov/sunWIse JS DEPOSITORY 0041 AUGU 1-2001 ’ JNIVERSITY OF CA'LIFORNL BERKFI EY SW R E S C.) l. J R (Q) E 53 AMC Cancer Research Center 1600 Pierce Street Denver, CO 80124 (800) 321-1557 www.amc.0rg American Academy of Dermatology 930 North Meacham Road PO. Box 4014 Schaumberg, IL 60173-4965 (888) 462-DERM (462-3376) www.aad.0rg American Academy of Pediatrics 141 Northwest Point Blvd. PO. Box 927 Elk Grove Village, IL 60009—0927 www.aap.org American Alliance for Health, Physical Education, Recreation and Dance 1900 Association Drive Reston, VA 20191 (703) 476-3437 www.aahperd.org American Cancer Society 1599 Clifton Road, NE Atlanta, GA 30329-4251 (800) 227-2345 www.cancer.org A Partnership Program of the U. 5. Environmental Protection Agency www.epa.gov/sunWIse American Meteorological Society Station Scientist 1120 G Street, NW Suite 800 Washington, DC 20005-3826 (202) 737—9006 www.ametsoc. org / stationscientist/ American School Health Association 7263 State Route 43 PO. Box 708 Kent, OH 44240 (330) 678-1601 www.ashaweb.org Arizona Department of Health Services Office of Environmental Health 150 N. 18th Avenue, Suite 430 Phoenix, AZ 85007 (602) 364-3143 www.azdhs.g0v /phs /sunwise/ Canada’s UV Index/Children’s Sun Awareness Program Meteorological Service of Canada 4905 Dufferin Street DownsvieW, Ontario M3H 5T4 www.msc-smc.ec.gc.ca/education/uvindex Cancer Research and Prevention Foundation 1600 Duke Street, Suite 500 Alexandria, VA 22314 (800) 227—2732 (703) 836—4412 www.preventcancer.org Cancer Research UK SunSmart 61 Lincoln's Inn Fields London WC2A 3PX England sunsmart@cancer.org.uk www.cancerresearchuk. org / sunsmart/ Centers for Disease Control and Prevention Division of Cancer Prevention and Control 4770 Buford Highway Chamblee, GA 30341 (770) 488-4751 www.cdc.gov/cancer Children’s Melanoma Prevention Foundation 10 'I‘upelo Drive Hingham, MA 02045 (508) 960-9633 www.melanomaprevention.org Coalition for Skin Cancer Prevention in Maryland 1211 Cathedral Street Baltimore, MD 21201 (401) 539-0872 www.3unguardman.org/core.html Colette Coyne Melanoma Awareness Campaign (CCMAC) PO. Box 1179 New Hyde Park, NY 11040 (516) 352-4227 www.ccmac.org El program A Partnership Program of the US. Environmental Protection Agency www.epa.gov/sunwise Melanoma Foundation New England 66 Commonwealth Ave. Concord, MA 01746 (617) 232-1424 www. massmelanoma. org National Aeronautics and Space Administration (NASA) Upper Atmosphere Research Program 300 E Street, SW Washington, DC 20546 www. nasa.gov National Cancer Institute Building 31, Room 10A03 31 Center Drive, MSC 2580 Bethesda, MD 20892-2580 (800) 4CANCER (422-6237) www.cancernet.nci.nih.gov National Council on Skin Cancer Prevention www.skincancerprevention.org National Oceanic and Atmospheric Administration (NOAA) 14th and Constitution Avenue, NW Washington, DC 20230 (202) 482-3436 www.noaa.org National Safety Council Environmental Health Center 1025 Connecticut Avenue, N W Washington, DC 20036 . (800) 557-2366, #2 AUG 0 12007 www.nsc.org/ehc.htm JNNERSITY OF CALIFORNL - BERKFI EY 2 f: -u if: S O U R C [5; S National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 (703) 292-5111 www.nsf.gov National Weather Service Climate Prediction Center World Weather Building ~ 5200 Auth Road ‘-"i1s~*?z.+‘.~.:ié:‘s M3 ififiééifii’ié‘T-‘EH 7 Camp Springs, MD 20746 (301) 763-8000 www.cpc.ncep.noaa.gov National Wildlife Federation 8925 Leesburg Pike Vienna, VA 22184 (703) 790-4000 www.nwf.0rg New York State Department of Health Comprehensive Cancer Control Corning Tower Empire State Plaza Albany, NY 12237 "Growing Up Healthy" hotline: (800) 522—5006 www.health.state. ny. us / nysdoh / cancer/ center / cancerhome. htm -' »‘ a. . A... -.. ’ .1 «.5 .’" . :31"; I3.» A Pannership Program of (he US. Environmental! Protection Agency www.epa.gov/sunw13e Richard David Kann Melanoma Foundation 621 Clearwater Park Road West Palm Beach, FL 33401 (561) 655-9655 www.melanomafoundation.com Sécurité Solaire 25, rue Manin - 75019 Paris France www.3ecurite-solaire.org SHADE Foundation of America Curt and Shonda Schilling Melanoma Foundation of America Virginia G. Piper Center 10510 N. 92nd Street Scottsdale, AZ 85258 (602) 595—4858 www.3hadef0undati0n.0rg Sun Safety Alliance 413 North Lee Street Alexandria, VA 22314 (703) 837-4202 www.3unsafetyalliance.org SW RESOURCES World Health Organization INTERSUN Programme Department for the Protection of the Human Environment World Health Organization 1211 Geneva 27 Switzerland www.wh0.int/uv /en Sierra Club 408 C Street, NE Washington, DC 20002 (202) 547-1141 www.3ierraclub.org The Skin Cancer Foundation 245 Fifth Avenue Suite 1403 New York, NY 10016 (800) SKIN—490 www.3kincancer.org SunSmart Programme Anti-Cancer Council of Victoria 1 Rathdowne Street Carlton, Victoria Australia 3053 www.3unsmart.com.au A Partnership Program of the U. 8, Environmental Protection Agency www.epa.gov/sunWIse Ulman Cancer Fund for Young Adults 4725 Dorsey Hall Drive, Suite A Ellicott City, MD 21042 (888) 393-FUND www.ulmanfund.org The U.S. Department of Health and Human Services Office of Health Promotion and Disease Prevention Healthy People 2010 200 Independence Avenue, SW Washington, DC 20201 (877) 696-6775 www.hhs.gov University of Colorado at Boulder Science Discovery Campus Box 408 Boulder, CO 80309 (303) 492-3748 www.colorado.edu/ScienceDiscovery/ IS DEPOSlTORY 0041 nuts 0 i200? JNlVERSlTY OF CALIFORNL BERKFI EY Catch a Sunbeam Adams, Florence. 1978. Children’s Guide to Sun Protection American Cancer Society. 1990. Fun for Everyone Anti-Cancer Council of Victoria. SunSmart. 1994. Sun-Safe School Guide Arizona Cancer Center. 1997. Choose Your Cover Amazing Sun Fun Activities Daley, Michael. 1998. Sun Safe. A Sun Protection Curriculum Dartmouth Medical School. 1999. The Sun Safety Activity Guide Environmental Health Center. Sun Know How Health Education Authority London. 1993. Centers for Disease Control and Prevention. 1998 — 2000. A Partnership Program of the U. S. Environmental Protection Agency www.epa.gov/sunw13e Done in the Sun Hillerman, Anne. 1983. Le Guide du Soleil La Sécurité Solaire. 1998. Environmental Education Materials: Guidelines for Excellence North American Association for Environmental Education. 1996. Sun Lore O’Hara, Gwydion. 1997. A Blueprint for Community Action. Sun Alert America The Skin Cancer Foundation. 1992. Play it Safe in the Sun The Skin Cancer Foundation. 1992-1996. Sunny States of America Program The Skin Cancer Foundation. 1998. Ozone in Our Atmosphere University Corporation for Atmospheric Research. 1996. Science Explorers University of Colorado. 1999—2000. JS 95130317028100“ AUG 01-2007 , JN|VERSITYOFCAUFORNL BERKFI EY Scrap,» a program that radiates good ideas A Partnership Program of the U. 8. Environmental Protection Agency www.epa.gov/sunwrse 'JS DEPOSITORY 0041 * AUG 0 1‘2007 JNW‘ERSITY OF CALIFORNL BERKFI EY Action Steps for Sun Protection While some exposure to sunlight can be enjoyable, too much can be dangerous. Overexposure to ultraviolet (UV) radiation in sunlight can result in a painful sunburn. It can also lead to more serious health effects, includ- ing skin cancer, premature aging of the skin, and other skin disorders; cataracts and other eye damage; and immune system suppression. Children particularly need sun pro- tection education, since unprotected exposure to the sun during youth puts them at an increased lifetime risk for skin cancer. Be Sun Wise Most people are not aware that skin cancer, while largely preventable, is the most common form of cancer in the United States, with more than one million cases reported annually. By following a number of simple steps, you can still enjoy your time in the sun while protecting yourself from overexposure. In cooperation with a number of leading public health organizations, the U.S. Environmental Protection Agency (EPA) is providing these action steps to help you and your family be g‘SunWise.” Other than staying indoors, no single step can fully protect you from overexposure to UV radiation, so use as many of the following actions as possible. Do Not Burn Five or more sunburns double your risk of developing skin cancer. Avoid Sun Tanning and Tanning Beds UV light from tanning beds and the sun causes skin cancer and wrinkling. If you want to look like you’ve been in the sun, consider using a sunless self-tanning product, but continue to use sunscreen with it. Generously Apply Sunscreen Generously apply sunscreen to all exposed skin using a Sun Protection Factor (SPF) of at least 15 that provides broad-spectrum protection from both ultraviolet A (UVA) and ultraviolet B (UVB) rays. Reapply every two hours, even on cloudy days, and after swimming or sweating. Wear Protective Clothing Wear protective clothing, such as a long-sleeved shirt, pants, a wide- brimmed hat, and sunglasses, when possible. ‘ I l A a program that radiates good Ideas A Parrnership Proglam of the U.S. Environmental Protection Agency www.epa.gov/sunw15e Seek Shade Seek shade when appropriate, remem- bering that the sun’s UV rays are strongest between 10 am. and 4 pm. Use Extra caution Near Water, Snow, and Sand Water, snow, and sand reflect the damaging rays of the sun, which can increase your chance of sunburn. Watch for the UV Index The UV Index provides important information to help you plan your outdoor activities in ways that prevent overexposure to the sun’s rays. Developed by the National Weather Service and EPA, the UV Index is issued daily nationwide. Get Vitamin D Safely Get Vitamin D safely through a diet that includes vitamin supplements and foods fortified with Vitamin D. Don’t seek the sun. Early detection of melanoma can save your life. Carefully examine ALL of your skin once a month. A new or changing mole in an adult should be evaluated by a dermatologist. Health Efiects of Sun Overexposure Since the appearance of an “ozone hole” over the Antarctic in the 19803, Americans have become aware of the health threats posed by depletion of stratospheric ozone, which protects the Earth from the sun’s harmful ultraviolet (UV) rays. This fact sheet provides a quick overview of the major health problems linked to overexposure to UV radiation: 0 Skin cancer (melanoma and nonmelanoma) 0 Premature aging of the skin and other skin problems 0 Cataracts and other eye damage 0 Immune system suppression Understanding these risks and taking a few sensible precautions will help you enjoy the sun while lowering your chances of sun-related health problems later in life. Skin Cancer One in five Americans will develop skin cancer in their lifetime, and one American dies every hour from this devastating disease. Medical research is helping us understand the causes and effects of skin cancer. Many health and education groups are working to reduce the incidence of this disease, of which more than 1 million cases have been predicted for next year alone, according to The American Cancer Society. Melanoma Melanoma, the most serious form of skin cancer, is also one of the fastest growing types of cancer in the United States. Many dermatologists believe there may be a link between childhood sunburns and melanoma later in life. Melanoma cases in this country have more than doubled in the past two decades, and the rise is expected to continue. Nonmelanoma Skin Cancers Nonmelanoma skin cancers are generally less deadly than melanomas. Nevertheless, left untreated, they can spread, causing disfigurement and more serious health problems. More than 1 million Americans will develop nonmelanoma skin cancer next year, a p r 0 g A Partnership Program of the U. 5. Environmental Protection Agency www.epa.g0v/sunWIse while more than 1,900 will die from the disease. There are two primary types of nonmelanoma skin cancers. Basal Cell Carcinomas are the most common type of skin cancer tumors. They usually appear as small, fleshy bumps or nodules on the head and neck, but can occur on other skin areas. Basal cell carcinoma grows slowly, and rarely spreads to other parts of the body. It can, however, penetrate to the bone and cause considerable damage. Squamous Cell Carcinomas are tumors that may appear as nodules or as red, scaly patches. This cancer can develop into large masses, and unlike basal cell carcinoma, it can spread to other parts of the body. These two cancers have a cure rate as high as 95 percent if detected and treated early. The key is to watch for signs and seek medical treatment. B DEPOSITORY 0041 n96 0172007 .mveasnvoi: CAL|FORNl" 2 BERKFI EY Other Skin Damage Other UV—related skin disorders include actinic keratoses and premature aging of the skin. Actinic keratoses are skin growths that occur on body areas exposed to the sun. The face, hands, forearms, and the “V” of the neck are especially susceptible to this type of lesion. Although premalignant, actinic keratoses are a risk factor for squamous cell carcinoma. Look for raised, reddish, rough-textured growths and seek prompt medical attention if you discover them. Chronic overexposure to the sun also causes premature aging, which over time can make the skin become wrinkled, thick, and leathery. Since it occurs gradually, often manifesting itself many years after the majority of a person’s sun exposure, premature aging is often regarded as an unavoidable, normal part of growing older. With proper protection from UV radiation, however, most premature aging of the skin can be avoided. Cataracts and Other Eye Damage Cataracts are a form of eye damage in which a loss of transparency in the lens of the eye clouds Vision. If left untreated, cataracts can lead to blindness. Research has shown that UV radiation increases the likelihood of certain cataracts. Although curable with modern eye surgery, cataracts diminish the eyesight of millions of Americans and cost billions of dollars in medical care each year. Other kinds of eye damage include pterygium (tissue growth that can block Vision), skin cancer around the eyes, and degeneration of the macula (the part of the retina where Visual perception is most acute). All of these problems can be lessened with proper eye protection. A Partnership Program of the US. Environmental Protection Agency www,epa.gov/sunWIse Immune Suppression Scientists have found that overexposure to UV radiation may suppress proper functioning of the body’s immune system and the skin’s natural defenses. All people, regard- less of skin color, may be vulnerable to effects, including impaired response to immunization and an increased sensitivity to sunlight that may result from interactions with certain medications. EPA’s SunWise Program In response to the serious public health threat posed by overexposure to UV radiation, EPA is working with schools and communities across the nation through the SunWise Program. SunWise aims to teach children and their caregivers how to protect them- selves from overexposure to the sun. Ozone Depletion The ozone layer forms a thin shield in the upper atmosphere, protecting life on Earth from the sun’s ultraviolet (UV) rays. In the 1970s and 1980s, scientists began accumulating evidence that the ozone layer was being depleted. Depletion of the ozone layer results in increased UVradia tion reaching the Earth’s surface, Which can lead to a greater chance of overexposure to UV radiation and the related health effects of skin cancer, cataracts, and immune system suppression. What Is Stratospheric Ozone? Ozone is a naturally occurring gas that is found in two layers of the atmosphere. In the layer surrounding the Earth’s surface—the troposphere—ground-level or “bad” ozone is an air pollutant that is a key ingredient of urban smog. The troposphere extends up to the stratosphere, where “good” ozone protects life on Earth by absorbing most of the sun’s UV rays. Stratospheric ozone is most concentrated between 6 and 30 miles above the Earth’s surface. Ozone Depletion Until recently, chlorofluorocarbons (CFCS) were used widely in industry and elsewhere as refrigerants, insulating foams, and solvents. Strong winds carry CFCs into the stratosphere in a process that can take as long as 2 to 5 years. When CFCs break down in the stratosphere, they release chlorine, which attacks ozone. Each chlorine atom acts as a catalyst, repeatedly combining with and breaking apart as many as 100,000 ozone molecules during its stratospheric life. Other ozone-depleting substances include the pesticide methyl bromide, halons used in fire extinguishers, and methyl chloroform used in industrial processes. What Is Being Done? Countries around the world, including the United States, have recognized the threats posed by ozone depletion and adopted a treaty called the 'Montreal Protocol to phase out the production and use of ozone- depleting substances. A Pannership Program of the U. 8. Environmental Protection Agency www.epa.g0v/sunwcse How Ozone Depletion Affects UV Levels Scientists predict that ozone depletion should peak between 2000 and 2010. As international control measures reduce the release of CFCs and other ozone-depleting substances, natural atmospheric processes should repair the ozone layer to 1980 levels by the latter half of the 21st century. Until that time, we can expect increased levels of UV radiation at the Earth’s surface. These increased UV levels can lead to a greater risk of overexposure to UV radiation and related health effects. EPA’s SunWise Program In response to the serious public health threat posed by exposure to increased UV levels, EPA is working with schools and communities across the nation through the SunWise Program. SunWise aims to teach children and their caregivers about ozone depletion, UV radiation, and how to protect themselves from overexposure to therDEWQRY 0041 AUG 0 was JNNERSITY 0F CALIFORNI. 4 BERKF! 5v UV Radiation The sun radiates energy over a broad spectrum of wavelengths. Ultraviolet (UV) radiation, which has a shorter wavelength than either Visible blue or Violet light, is responsible for sunburn and other adverse health effects (Diagram A). Fortunately for life on Earth, our atmosphere’s stratospheric ozone layer shields us from most UV radiation. What gets through the ozone layer, however, can cause the following problems, particularly for people who spend time outdoors without sun protection: ' Skin cancer ° Premature aging of the skin 0 Suppression of the immune system ° Cataracts and other eye damage Because of these serious health effects, you should limit your exposure to UV radiation and protect yourself when outdoors. Types of UV Radiation Scientists classify UV radiation into three types or bands—UVA, UVB, and UVC. UVA: Not absorbed by the ozone layer. UVB: Mostly absorbed by the ozone layer, but some does reach the Earth’s surface. UVC: Completely absorbed by the ozone layer and oxygen in the atmosphere. UVA and UVB that reach the Earth’s surface contribute to the serious health effects listed above. UV Levels Depend on a Number of Factors The level of UV radiation that ' reaches the Earth’s surface can vary, depending on many factors. Each of the following factors can increase your risk of UV radiation overexposure and its consequent health effects. I i A a program that radiates good Ideas A Partnership Program of the US. Environmental Protection Agency www.epa.gov/sunwrse Stratospheric Ozone The ozone layer absorbs most of the sun’s UV rays, but the amount of absorption varies depending on the time of year and other natural phenomena. This absorption has also decreased as the ozone layer has thinned, due to the release of ozone-depleting substances that have been widely used in industry. Time of Day The sun is at its highest in the sky around noon. At this time, the sun’s rays have the least distance to travel through the atmosphere and UVB levels are at their highest. In the early morning and late afternoon, the sun’s rays pass through the atmosphere at an angle and their intensity is greatly reduced. Time of Year The sun’s angle varies with the seasons, causing the intensity of UVB rays to change. UVB intensity tends to be highest during the summer months. The intensity of UVA rays is relatively constant throughout the year. Latitude The sun's rays are strongest at the equator, where the sun is most directly overhead and UV rays must travel the least distance through the atmosphere (Diagram B). Ozone also is naturally thinner in the tropics compared to the mid and high latitudes, so there is less ozone to absorb the UV radiation as it passes through the atmosphere. At higher latitudes the sun is lower in the sky, so UV rays must travel a greater distance through ozone—rich portions of the atmosphere and, in turn, expose those latitudes to less UV radiation. Diagram A Electromagnetic Spectrum Altitude UV intensity increases with altitude because there is less atmosphere to absorb the damaging rays. Thus, when you go to higher altitudes, your risk of overexposure increases. Weather Conditions Cloud cover reduces UVB levels, but not completely. Depending on the type and thickness of the cloud cover, it is possible to burn—and increase your risk for long—term skin and eye damage—on a cloudy day. Gamma X—Rays UV Rays Visible Infrared Microwave Radio Waves Visible Wavelength A Partnership Program of the US, Environmental Protection Agency www.epa.gov/sunw139 Reflecfion Some surfaces, such as snow, sand, concrete, or water, can reflect much of the UV radiation that reaches them. Because of this reflection, UV intensity can be deceptively high even in shaded areas. Diagram B JS DEPOSITORY 0041 / we 012007 ~ ' - JNIVERSITY OF CALIFORNI, sw SUNWISDOM What Is the UV Index? Some exposure to sunlight can be enjoyable; however, too much could be UV Index Exposure dangerous. Overexposure to the sun’s Number Level ultraviolet (UV) radiation can cause immediate effects, such as sunburn, 2 or less Low and long-term problems, such as skin cancer and cataracts. The UV Index, which was developed by the National 3 t0 5 Moderate Weather Service and EPA, provides important information to help you . . t 7 ' plan your outdoor activ1t1es to 6 0 ngh prevent overexposure to the sun’s rays. 8 to 10 Very High The UV Index provides a daily forecast of the expected risk of 11+ Extreme overexposure to the sun. The Index predicts UV intensity levels on a SunWise Action Steps scale of 1 to 11+, where 1 indicates a By taking a few simple precautions low risk of overexposure and 11+ daily, you can greatly reduce your risk of sun-related illnesses. To be SunWise, consider taking the following action steps daily: signifies an extreme risk. Calculated on a next—day basis for every ZIP Code across the United States, the UV Index takes into account clouds and other local conditions that affect ' D0 N013 Burn the amount of UV radiation reaching 0 Avoid Sun Tanning and Tanning the ground in different parts of the Beds 1‘ 'Eountry. ‘ 0 Generously Apply Sunscreen . A a program that radiates good ideas A Pannership Program of the US. Environmental Protection Agency www.epa.g0v/sunWIse 0 Wear Protective Clothing, Including a Hat, Sunglasses, and Full-Length Clothing 0 Seek Shade 0 Use Extra Caution Near Water, Snow, and Sand ° Watch for the UV Index ° Get Vitamin D Safely Early detection of melanoma can save your life. Carefully examine ALL of your skin once a month. A new or changing mole in an adult should be evaluated by a dermatologist. What is the UV Alert? EPA issues a UV Alert when the level of solar UV radiation reaching your local area is predicted to be unusually intense for the time of year. The UV Alert is a warning, and it offers simple steps you can take to protect yourself and your family. The UV Alert consists of the SunWise action steps and is posted by ZIP Code and City, State at www.epa.gov/sunwise/ uvindex.html SW S U N W | S D C) M What does the UV Alert mean? The UV Alert is based on the UV Index, which EPA provides with the support of the National Weather Service. EPA only issues a UV Alert when the UV Index is predicted to be 6 or higher and unusually intense for the time of year. In some parts of the United States, the UV Index rarely or never reaches this level, so your local area may never receive a UV Alert. UV Alert days are not the only days you need to protect yourself. EPA recommends that you take the SunWise action steps every day, regardless of the season. Because children typically spend more time outdoors than adults, it is especially important that children take these steps. Even if you have darker skin, EPA recommends that you act SunWise to reduce your risk of skin cancer, cataracts, and other UV- related health problems. Where can I find the UV Index and UV Alert forecasts for my area? You can find the UV Index and UV Alert forecasts for your area in your local newspaper, on television, and by Visiting EPA’s SunWise Web site at www.epa.gov / sunwise. Enter your ZIP Code. The resulting UV forecast Will indicate if there is a UV Alert. . I l A a program that radiates good Ideas A Partnership Program of the US. Environmental Protection Agency www.epa.gov/sunwrse The SunWise Web site Will direct you to EPA’s EnviroFlash Web site, where you can sign up to receive the daily UV Index and occasional UV Alerts directly by e-mail. The National Weather Service is currently offering a national UV Alert map as an experimental product. The map indicates which parts of the country have a UVAlert forecast for the coming day. Follow the link from the SunWise Web site to the map. J8 BEPostTon 0041 rue a 1:200? 1351*..er OF CALIFORNI. BERKFI EY " grades 6-8 A Partnership Program of the U. S. Environmente/ Protect/0n Agency www.epa.g0v/sunWIse 6-8 EDUCATIONAL STANDARDS En i h ica o i ‘3 DEPOSITORY 0041 Lansing; Arts Health Mathematics Ezzytiltioln Science Sstuflizls a program that radiates good ideas :1 [’(l'MPr’C/H? V'Liunim I}? film if S tf?‘,’J{}’F/IV.’/,‘r(z['/ Wmmmw Again"; . U 0 ‘ 2007 wwwcpargov/sunwrse "‘V A Sunny Performance SunWise Show Sun Scoop SunWise Virtual Vacation English/LA, Art English/LA, Alt English/LA, Health X English/LA, PE., Social Studies, Computers X XX X XX X In — D JNIVtRSlTY 0F CAUFORNI, 5 a BERKFI 5y g E. < E g I- U L. ID (to) '5 <9 c: a a a m z a "a a a 2 8‘0 L5, <6 3 I: H N m w E; E 8 0 "9 U“), c: a = a e a a w ,3 -~ 8 Ill ":3 "d as "c: a .q a S "a sass 2 gas € 6-) +9 4—1 +2 0 .3 N o '—' SUNWISE ACTIVITY TITLE SUBJECT m co co m U) CL. Ir: a: O C) X X X XX X Sun Mythology English/LA, Social Studies X X X X X X X X X X Sunsational Scientists in History English/LA, Social Studies X X X X X X X The Sun Shines Around the World English/LA, Social Studies X X X X X X Health Health, PE. Health, PE. Health, PE, Social Studies Math Math Math Math, Art Science Why Does Winter Make Some People SAD? Sun Safe Beach Party UV Frisbee® Fun Personal Skin Assessment Bargain Shopper Skin Cancer in Your State The SunWise Surveyor You Are the Architect Detecting UV Light Using Tonic Water Gumdrop Science UV Frisbee® Science Be A SunWise Traveler Science Science Social Studies, Math, Science, Computers Supplemental SunWise Flier SunWise Word Problems Art, Computers Math UV Meter Activities What Works? Eff Chart and UV 1 Reflecting UV Radiation Science Math Science, Math " ‘ a program that radiates good ideas A Partnership Program of the U. 8. Environmental Protection Agency www.epa.gov/sunwuse JS DE‘POSITORY 0041 AUG 0 12007 JNIVERSITY OF CALIFORNL BERKFI EY Certificate of Q SunWisdom M For learntng about sunsational sun safety and the outstanding ozone layer an Wm? a program that radiates good ideas WWW epa. gov/sunWise \“'l US DEPOSITORY 0041 AUG 0 12007 JNIVERSITY OF CALIFORNI. BERKFI EY a program that radiates good ideas “V'NDEXCHART 4 UV Index Number Exposure Level \ 2 or Less Low 3 to 5 Moderate 6 to 7 High US DEPOSITORY 0041 AUG 0 12007 -JN|VERSITY OF CALIFORNI. BERKFI EY A Partnership Program oi the US Enwrmimenial ProtectronAgency A C T I o n 5 Te ps f o r S u n P r O T e C T I o n www.epa.gov/sunwise Use Extra Caution Near Water. Snow, and Sand Do N01L Burn Avoid Sun Tanning and Tanning Beds UV index Number ' Exposure Level . Watch For the Generously Apply Sunscreen UV Index Wear Protective Clothing Get Vitamin D SaFelg Seek Shade Early detection 0? melanoma can save your lii3e I A A a program that radiates good ideas A Partnership Program of the U. 8. Environmental Protection Agency For more information, visit us online at www.epa.gov/sunwise JS DEPOSITORY 0041 nuu' 0 12007 ,NlVERSITY OF CALIFORNI. BERKFI EY